Somatic Education and its Relationship with Ballet Learning for Contemporary Dance Dancers: Psychopedagogical Principles for Self-regulated Learning in Artistic Expression

Abstract

In this article, the principles of somatic education and their relationship with ballet instruction for contemporary dance dancers are elucidated. Simultaneously, psychopedagogical guidelines are proposed to foster self-regulation and learning autonomy in artistic expression. The article concludes with the development of a didactic sequence model aimed at ballet instruction for contemporary dance dancers, progressively promoting self-regulation and learning autonomy within this discipline.