THE CONCEPT OF A DANCE LESSON FOR PROMOTION OF WELL-BEING OF ADULTS

Authors

  • Anda Zīsberga Jāzeps Vītols Latvian Academy of Music

DOI:

https://doi.org/10.17770/sie2022vol1.6835

Keywords:

adult pedagogy, dance pedagogy, lifelong learning, NVivo, well-being

Abstract

The context of the Covid-19 pandemic has highlighted the idea of improving the quality of life and health of people in the context of modern research. If a person is satisfied with himself, has self-realized, with a good physical well-being, he feels satisfied with life in general, thus promoting a quality of life for himself. There is an ageism perception in society that dance classes are suitable for young people. However, when forms of artistic expression are used to promote well-being in adults, it gains an existential dimension. Dance learning in this interpretation includes internalization of body management and dance technique, self-efficacy, positivity, and self-awareness. Therefore, studies focused on the positive effects of dance lessons on mental and physical health in adults are leading to increased interest, thereby contributing to promotion of well-being and healthy ageing. The aim of this publication is to identify the components of well-being in adult dance classes in the context of lifelong learning and to formulate the concept of dance classes. The study data were analysed using the qualitative data processing program NVivo 12.0. As a result, the components of the well-being of dance class participants have been identified, and an explanation of the individual dynamic balance of well-being content within the homeostasis approach is offered, which is the basis of the pedagogical concept.

Downloads

Download data is not yet available.

References

Chipperfield, S. R. (2018). An exploration of the influence of social ballroom dancing on health and well­being for older adults. Doctoral thesis, University of Huddersfield.

Creswell. J. W. (2006). Qualitative inquiry and research design: Choosing among five approaches. London: Sage Publications.

Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York: Basic Books.

Cummins, R. (2010). Subjective wellbeing, homeostatically protected mood and depression: A Synthesis. Journal of Happiness Studies, 11, 1–17. DOI: http://dx.doi.org/10.1007/s10902-009-9167-0

Dodge, R., Daly, A., Huyton, J., & Sanders, L. (2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2(3), 222-235. doi:10.5502/ijw.v2i3.4

Hendry, L. B., & Kloep, M. (2002). Lifespan development: Resources, challenges and risks. London:Thomson Learning.

Keogh, J. W. L., Kilding, A., Pidgeon, P., Ashley, L., & Gillis, D. (2009). Physical benefits of dancing forhealthy older adults: a review. Journal of Ageing and Physical Activity, 17(4), 479–500.

Kloep, M., Hendry, L., & Saunders, D. (2009). A new perspective on human development. Conference of the International Journal of Arts and Sciences, 1(6), 332–343.

Maslo, E., Koķe, T. (2020). Pieaugušo izglītība. Nacionālā enciklopēdija. Pieejams: https://enciklopedija.lv/skirklis/1209-pieaugu%C5%A1o-izgl%C4%ABt%C4%ABba

Medne, D. (2019). Everyday Pedagogical Support in Communication. International Journal of Smart Education and Urban Society (IJSEUS). 10 (4). ISSN: 2574-8254, EISSN: 2574-8270. DOI: 10.4018/IJSEUS.2019100106

Medne, D. (2015). Myths in Contemporary Upbringing in a Family. Society, Integration, Education. Proceedings of the International Scientifical Conference. Volume III. Rēzekne: RA izdevniecība, ISSN 1691-5887, ISBN 978-9984-44-163-4; 619: 391-398.

Medne, D., Jansone - Ratinika, N., & Dinka I. (2018). Narratives of Consumerism in Parenting: Perspective of the Magazine "My Baby". Innovations, Technologied and Researrch in Education. Cambridge Scholars Publisching. 310.-323.

Medne, D., & Jansone - Ratinika, N. (2019). Professional Mastery of Academics in Higher Education: the Case of Latvia. Innovations, Technologies and Research in Education, 2019, 718, 591-600. Retrieved from https://www.apgads.lu.lv/fileadmin/user_upload/lu_portal/apgads/PDF/ATEE-2019-ITRE/Book_itre-2019.pdf

Meng X., Li G., Jia Y., Liu Y., Shang B., Liu P., Bao X., & Chen L. (2020). Effects of dance intervention on global cognition, executive function and memory of older adults: a meta-analysis and systematic review. Aging Clinical and Experimental Research, 32, 7–19. Retrieved from https://doi.org/10.1007/s40520-019-01159-w

Muceniece L., Medne D., & Gintere Ē. (2021). Pedagogical Potential of Mental Practice in Teaching Brass Instruments at University. Human, Technologies and Quality of Education, 2021 (Cilvēks, tehnoloģijas un izglītības kvalitāte 2021). p. 1148. Rīga, University of Latvia. DOI: https://doi.org/10.22364/htqe.2021.77 Retrieved from https://www.apgads.lu.lv/fileadmin/user_upload/lu_portal/apgads/PDF/HTQE-2021/HTQE-79_Ped-konf-2021.pdf

Noble, T., & McGrath, H. (2015). PROSPER: A New Framework for Positive Education. Psychology of Well-Being. 5:2. DOI: 10.1186/s13612-015-0030-2

Tomyn A. J., & Cummins R. (2011). Subjective Wellbeing and Homeostatically Protected Mood: Theory Validation With Adolescents. Journal of Happiness Studies 12(5), 897-914. DOI: 10.1007/s10902-010-9235-5. Retrieved from https://www.researchgate.net/publication/227591736_Subjective_Wellbeing_and_Homeostatically_Protected_Mood_Theory_Validation_With_Adolescents

York-Pryce, S. (2014). Ageism and the Mature Dancer. Conference: time space & the body 3 inter-disciplinary /probing-the-boundaries/making-sense-of/time-space-and-the-body. At: Mansfield College Oxford University UK. Retrieved from https://www.researchgate.net/publication/298787187_

Downloads

Published

2022-05-19

How to Cite

Zīsberga, A. (2022). THE CONCEPT OF A DANCE LESSON FOR PROMOTION OF WELL-BEING OF ADULTS. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 1, 865-876. https://doi.org/10.17770/sie2022vol1.6835