Cooperative videodance learning categories for pre-service teachers’ development

Abstract

ABSTRACT This study demonstrates that videodance has the potential to create a paradigm shift in curriculum analysis and the implementation of hybrid activities in pre-service teachers at both the individual and group levels. Students’ critical perceptions, which had previously been trained in the domains of videodance, intermedial approaches, and cooperative learning, confirm the dimensions of video dance: videodance as an expression of language synergies, self-knowledge development through the use of technology, intermediality as a didactic resource, and the social contextualization of videodance. Pre-service students demonstrate their ability to create intermedial items. The outcomes of an individual creative education based on the requirements of each individual, as well as a collective artistic education based on varied interpretations of society, are demonstrated. Videodance generates an integrative look of the individual towards oneself, that is, awareness of the media (physical and visual) shapes the individual’s social observation and influences the reproduction of oneself towards the world.