The Influence Of Emotional Teaching On Dance Action Memory

Soviet dramatist Osterovsky(1985)proposed that only talents who are good at feelings have the talent to become artists.Its core theme can be condensed into "no experience,no art".Many studies have pointed out that emotion and memory are inextricably linked,and from the encoding and consolidation of memory to the output stage,there is emotional participation.As an important form of expression in artistic performance,dance is a product of emotion and action.In dance movement teaching,memory is an indispensable key link,and each music node corresponds to the movement of rotation and jumping.Human emotions are not fixed,and emotions are unpredictable.When actors perform performance creation,they need to mobilize emotional memory in a reasonable and reasonable way to increase the authenticity of the performance.Lev Tolstoy defined art as the external communication of emotional experience between people,which shows the close connection between art and emotion.Real art is not a mechanical imitation,but the actors need to mobilize their emotions,awaken their memories,and strive to shorten the gap between themselves and the characters they shape.At present,emotional memory is widely used in word recognition,music teaching and performance creation,while dance memory is still dominated by traditional rhythm teaching methods.Can the combination of music background with positive and negative emotions and dance movements have an infectious effect on dancers' emotions? Is the teaching method using emotional memory more efficient than the traditional rhythm point teaching method? What is the relationship between direct emotion teaching and rhythm point teaching that indirectly stimulates emotions? Is music with negative emotions or positive emotions more able to improve the memory effect of dance?Aiming at the series of problems mentioned above,this study conducted the following experimental methods.Because physical coordination is the basic core ofdance learning,first set up a pre-experiment to test the coordination and movement basics of the subjects.The participants selected in the experiment are all college students without any dance foundation and have similar Physical coordination.Select and evaluate classic repertoires expressing neutral,joyful,and sad emotions as emotion-evoking materials for subsequent experiments.Emotional measurement uses a single measurement method.In order to ensure the scientificity of the results obtained,the setting of the emotional scale refers to Likert's five-point scale,which includes two aspects of emotional valence and emotional arousal.Experiment 1 uses two different teaching methods: emotion teaching and rhythm point teaching.From ten aspects of dance movement,it is investigated whether the effect of emotion teaching method on the dance memory of the subjects is better than traditional rhythm point teaching;experiment 2 is in experiment 1 Based on the analysis of the dance teaching results of the subjects after inducing different emotions,a deeper analysis was conducted to explore whether the memory effect of dance movements under negative emotions is better than positive emotions.The experimental results found that compared with the traditional rhythm point teaching method,the memory correct rate of dance movements is higher.In addition,the results of the differences between the groups show that the emotional teaching and rhythm teaching methods have certain similarities in the impact mechanism,which also means that rhythm teaching inherently contains emotions.Open up new paths for traditional dance learning.In addition,it was found that under the musical stimulation of negative emotions and positive emotions,the former's action memory effect is significantly better than the latter.In short,this study believes that the traditional rhythm teaching method still has its potential advantages,and it is still effective for the activation of action memory.Emotional teaching can be integrated with rhythm teaching and use its own advantages to apply to dance teaching.This study broadens the use of emotional memory,expands on the theoretical basis and research conclusions of previous people,divides emotions into categories according to nature,and observes the experimental results in the teaching experiment of actual dance movements.What's more,it has strong practical significance.