Music and dance have many relationships as the learning subjects in different levels of education. Most scholars argue that music and dance are part of the creative subjects that enable the learners to understand the world. For decades, dance enables learners to develop creativity and competences in arts. In the ancient Roman Pedagogy, Rousseau and Froebel consider music and dance as part of the aesthetic subjects. In the ancient time, aesthetic subjects were the basis for ethics and logics. As time advanced, music and dance have transformed from sensory experience to an exploration of beauty and art and sublimity. In primary schools and high schools, people take music to mean dance because of their close relationship. In different continents, both the primary and high school children study painting, songs, music, modeling, play, and storytelling in close proximity. The study techniques for the music and dance require the ability of the learners to understand beauty and art. The purpose of this essay is to study the relationship between music and dance.
The study of music requires the students to focus on the study of musical instruments. The broader approach to the study of music is the understanding of art and integrations of rhythms and songs. For decades, the study of dance is inseparable with concepts of dance. In a dance class, the instructors are often concerned with how the learners integrate art, movements, and play. It is observable that music and dance draw much from the historical dimensions. Culture defines the nature of songs, movements and the musical instruments involved in the activity. The study of fact about music reveals that dance and music relate to different dimensions. In the past, the scholars had an interest explaining emotional expressions in dance and music.
Musicians express their cultural attachment and their emotions in the rhythm and movements that support the singing. The individual communities are identified because of the connections that exist between the music and dance. There is diversity in the musical culture in different parts of the globe. The type of music defines the type emotional expression and the physical movement involved in the activity. The songs and the dance are specific to the cultural context of a community. The same way music defines the cultures of the community, dance is specific to the music and the community. In history, music and dance are intertwined in different aspects. For example, the study of the evolution of music encompasses the study of movements associated with the music. The specific movement rhythm is evident with the Homo sapiens. The history of Homo sapiens shows that the creatures followed the same rhythm during singing and dancing.
Music evokes a specific type of movement in an individual. The psychology of music and dance is interesting because they both deal in a specific part of the brain. The neural substrates work harmoniously to achieve timekeeping and learning. Before individuals engage in a motion, the central part of the brain plays an important role in determining the nature of movement to exhibit. Infants are the best specimens that to use in establishing the relationship between movement and music. Toddlers are beings that do not understand the lyrics of a particular music though they express the music through movements. The brain coordinates the pitch and rhythm of the music and determines the nature of the movement. Music has the power to trigger the change in the emotions and push the listener to exhibit a particular motion.
The instruction methods and objectives involved in the teaching music and dance show similarities and differences. In a music class, the emphasis is on the choral singing and the specific types of movement. The singers engage in the singing to communicate and to interact with the audience. The music class is engaged in intensive training to capture basic skills for the modification of voice and voice projections. The skills for proper singing and voice control are evident in the instruction process in a music class. The intention of the instructors, in this case, is to learn the different dynamics involved in singing and understanding the dynamics in music. The learners interact with different music repertoire in the learning process. The intention for the rigorous training involved in the teaching and learning is to condition the brain to cope with the dynamics in the rhythm movements.
Dance relate closely to the music. Often, a movement in a dance is regulated in the brain and the song in the background. The evolution of dance and music relate closely related because they both involve coordination of the different substrates in the brain. Dance and music follow principles to help bring meaningful dance and singing. Dance for example; involve the integration of body weight and movements to exhibit appropriate dance expression. The dance needs to think about their body weights before they are engaged in any of the reasonable movement. The music, on the other hand, considers the idea of voice projections and voice training important. The music is not independent of the rhythm that most of the dancers pay a close attention. The music and dance are similar in that both of which aims at making a meaning communication to the viewers.
It is easier to understand the relationship between music and dance when one focuses on the basic skills required in the two subjects. For example, the dancers can easily express themselves visually and through singing. The singers need verbal skills while the dancers need well-coordinated movements to communicate to the dancers. The learning process in music and in the dance involves using specific forms of notations to communicate some knowledge about the subjects. Music involves specific signs and symbol to pass information to the audiences.
In music and dance class, the learners need to have the basic skills such a rhythm, space, and time. The learners engage in intensive training to understand the different approaches to an effective performance.
The intention of the instructors in both the music and the dance class is to incorporate art in the training process. In the contemporary society, there is an intensive use of digital equipment to enhance the performance. The aims of the trainers in a music class and the dance class are to help the learner to integrate talent and artistic work in their performance. Music and dance are both practical lessons because, in the end, there is a need for presentation before the audience. The judges in a music competition require the artistic part of the presentation. Dancers are interested in adding artistic impression to the dance to win the approval of the audience.
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