Abstract:

Adolescence is part of the process of the subject´s construction that implies significant changes in the cognitive maturation and socio-affective relationships, involving community and school scenarios.

Identities in dance is an educational research project that tries to approach the question of adolescence through artistic practice and dance, in an interdisciplinary and cooperative context, in which the participants themselves define and investigate relevant learning objects for their social and personal development.

The project is part of the theoretical-practical tradition of action-research that tries to identify, analyze and intervene in issues that affect the life and social practices of the participants involved in the learning situation.

Identities in dance has been inspired by the socio-educational experience developed by the choreographer Pina Bausch throughout her choreographic composition work, where, starting from a significant question, she initiates a process of inquiry to what dancers must respond through danced movement. The educational innovation project tries to generate knowledge about the creative process that mediates between this initiating question and the choreographic gesture, due to its interest in teaching and learning in dance.

For this purpose, the action-research methodology responds to the acronym CMSW, corresponding to the Camera-Mirror-Scene-Web sequences, in which students establish positive interdependence procedures to investigate, experiment and evaluate choreographic creation projects related to the process of maturation and construction of identity.

In this way, Camera tries to interrogate the body in motion in relation to the perception of the built space, understood as a resonance box of subjective and intersubjective questions, while Mirror tries to interrogate the image of self in relation to the Other. Subsequently, in the sequence called Scene, the differences with which we construct the Other are investigated through the construction of an interactive, choreographic and social scene and the strategies that regulate the relationship with the others. Finally, the Web sequence consists of a work process to analyze these intersubjective relationships in socio-cultural contexts such as family, friends, social networks or educational environment.

As a result of this work, the students have gathered relevant information from primary and secondary documentary sources, and have actively participated in collaborative activities in the artistic creation process. They have also developed tools for the communication of their respective projects, and have developed criteria for the co-evaluation of the process and results, incorporating procedures for prevention and health management applied to dance work, in the current pandemic situation.

Among the conclusions, it should be noted that students have shown interest in exploring issues and problems that affect their own lives, as well as acquiring tools for lifelong learning. The experience has involved the educational community in teaching-learning activities and has contributed to the transformation of the social imaginary of dance, beyond the choreographic show.

Finally, among the educational benefits, it is worth highlighting the contribution to the integral and transversal education of the students, inter-institutional cooperation, and the improvement of competence and teaching activity in project-based cooperative learning.

Keywords:

Choreography, Project Based Learning, adolescence, dance.