CAET Journal
Volume 5, Issue 1, Pages 62-71
This article shares insights from teachers of the Laban/Bartenieff Movement System (LBMS) dealing with translation in different ways in the classroom. We problematize the notion of translation and consider the challenges and values of our attempts to translate that produce significant spaces of learning. From these, we elaborate upon reflexive models of teaching and learning, fundamental to LBMS. We use our experiences to highlight the role of Motif within LBMS and propose curriculum modifications and additions.
这篇文章分享了讲授拉班/芭特妮芙动作系统 (LBMS) 时将教学内容翻译成不同语言时的领悟。我们对“翻译”的传统概念提出疑问，并探讨翻译时所面临的挑战以及努力的价值。这个翻译的过程创建了重要的学习空间，因为它给了教学反馈和互动的机会，这是学习LBMS的基础。我们利用这个经历强调了主题舞谱在LBMS中的角色，并对教学提出了修改和增加的建议。
Translation, Teaching, Laban, Bartenieff, Movement.
翻译, 教学, 拉班, 芭特妮芙, 动作.
Received 01 August 2019
Accepted 01 August 2019
This is an open access article.
