A Study on Utilizing 3D Motion-Capture Analysis to Assist in Chinese Opera Teaching

Autor/in	Wang, Tai-Jui
Titel	A Study on Utilizing 3D Motion-Capture Analysis to Assist in Chinese Opera Teaching
Quelle	In: Research in Dance Education, 23 (2022) 2, S.194-222 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Tai-Jui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-7893
DOI	10.1080/14647893.2020.1812559
Schlagwörter	Music Education; Teaching Methods; Performance; Instructional Improvement; Comparative Analysis; Probability; Learning Processes; Information Technology; Motion; Chinese; Asian Culture; Opera; Correlation; Human Body; Computer Software; Undergraduate Students; Majors (Students); Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Musikerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement; Leistung; Unterrichtsqualität; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Learning process; Lernprozess; Informationstechnologie; Bewegungsablauf; China; Chinesen; Oper; Korrelation; Menschlicher Körper; Ausland
Abstract	Chinese opera performance proceedings can be divided into two types. The first is 'visible proceedings', which can be directly seen and heard in the performance, and the second is 'invisible proceedings', which arrange the story and performance of the opera using procedural thinking. The research methods of this study were mainly used to analyze and verify whether Chinese opera movements could improve teaching performance after using 3D motion-capture technology. The experimental method was based on two phases. The first phase used a pre-experimental design in a one-shot case study. The second phase of the experiment was a true-experimental design, in which the data collection method adopted a randomized control-group pretest-posttest design. Bivariate correlation, paired sample T-test, ANOVA, and multivariate linear regression were used for comparison of the movements of the instructor and participant variables among the motions of key limbs. The two experimental phases were both exploratory processes. The two assumed null hypotheses could be rejected based on a significant difference after analysis. It has a high probability of causing variations in student learning during teaching because the changed quantity of the teaching and learning clearly indicates how the high degree of connected influence comes into being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01