Trayectorias personales de aprendizaje virtual de la danza en el Perú

Abstract

Aim: This work investigates the personal trajectories of virtual dance learning in an art school in Peru. Considering that dance is a subject closely linked to physical presence and collective work, the main objective is to know and analyze the changes generated by virtuality in the particular learning itineraries of students. It is intended to describe the resources and spaces they use, the role of the teacher and classmates. Methodology: The study had a qualitative approach and the phenomenological-hermeneutical method was used with semi-structured interviews with students of the career of artistic education and professional artist. Results: The main findings suggest that the effectiveness of the personal dance learning trajectory in a virtual environment depends on the predisposition of each student to learn and continue to practice intensely independently. In this context, the body memory of dance is an important factor. Conclusion: It was found that the mobile phone with Internet connection is the ideal medium to record and share relevant information due to its multifunctionality. Teachers play a mediating role and students-protagonists of the process-usually ask their classmates for help to strengthen their learning. The study allows us to conclude that students are very aware of their personal learning trajectories, both in person and online.