Dance and teaching: the bodily potentialities in improvisational practices

Abstract

The research developed aims to map teaching-learning experiences, as well as to identify inventive methodologies from the teaching of art focusing on the dance language, through propositions in improvisation. In this way, we present a problem: How can we explore our bodily potentials with dance improvisation, contemplating teaching and creation having as a motto the learning during the curricular component of Improvisation: basic elements, in an academic semester? Moved by this questioning, this article discusses the possibilities of dance, the language of art, in the quest to work the bodily potentialities in their inventive practices during the teaching and learning process of a class at the Federal University of Ceará (UFC). In a collaborative and reflective design, we have as a methodological approach the cartography approach, which allowed us to take a sensitive path in the relationship between our modes of production. In this process, several practices were carried out during Improvisation classes to stimulate our bodily potential. As a result of all the work carried out, the students created a closing experiment in improvisation, generating a discussion with critical and reflective thinking about our creative practice. We reflect on how much it is evident that proposals for inventive and collaborative learning need to be based on the event of the relationship and the proposition of the encounter in a state of attention so that listening to the other happens as knowledge. As such, improvisation as an inventive and collaborative learning approach suggests time, presence, and compositional generosity.