A STUDY OF FOLK DANCE AND ITS ROLE IN EDUCATION

Tekin KOCKAR Pinar GIRMEN (Turkey) Folkdance is a way of life which can be found in every culture. Folkdance is a part of peoples life and comes from daily life of people. Folkdance is in the center of human social life. The origin of folkdance focuses on interaction between human beings and nature. The elements of folkdance include: 1. Human-human relations 2. Human-nature relations From the view of human-human relations; folkdance includes such as love, liberty, jealousy, marriage, religion, fight, war and heroism. From the view of human-nature relations; folkdance includes such as production style, work with community, consumption, protect themselves avoid the nature, to take shelter in order to live, tools, clothing and shopping.

These cultural articats are source of folkdance. Because of the periodical changes in a society life, folkdances loose their first meanings. Although traditional step styles remains, first source of the folkdances loose their functions (Kockar, 1998).

In the early centuries, folkdance was a part of all human life. During modern times, folkdance and symbol of cultures have become mechanized in agriculture; mass media changed the social life. For that the role of the folkdances changed for the society. Nowadays, folkdance has become part of popular culture.

Educational value of folkdance

There are a lot of ways to communicate with children. It is known that one of them is folkdance. Meaning of folkdance for the child is occupation and enjoy. Everywhere in the world, in every period of time and in every culture children have been dancing. Child can find out her or himself and also can know his or her own special abilities by dance. Communication of a culture is another importance of folkdance. Folkdance helps childrens

social and physical development. When child gets a long with other children, he or she communicate with others and may learn to help the others and to solve problems with others. Also, child may learn social rules by dance. Children may understand of social expressions and situations. For example, waiting the dance queue, take responsibilities, respectful to the others. Dance helps children to learn the concepts that are wrong- right (Cirhinliolu, 2001).

Effects of the folklore to the childs physical development

Repetition of the folklore movements naturally helps the development of childs muscles. Besides, running, jumping, collapsing and like that activities can regulate the childs respiratory, digestion and excretion systems. Walking, jumping, running and such activities like that effects and supports the big muscles development.

Childrens little muscle development which is their hand and fingers development supports with activities like untying, tying, kneading at least one of that activities child can do while she or he is dancing.

Effects of the folkdance childs social development

The role when the child deals with the dance like mother, father, girl, boy she or he can gain the sexual identity. As the child go between in the folkdance he or she gains some habits like self confidence, self-control, to cooperate with others and discipline. While children are dancing they can communicate with others, defense the others rights and his or her own rights. The atmosphere of the folkdance can teach the child social interaction (zdoan, 1997).

REFERENCES

ARAL, Nermin. (2000). Cocuk Gelisiminde Oyunun nemi. Cadas Eitim 25 (265), 15-17. CRHNLOLU, Fatma Gul. (2001). Cocuk Ruh Sal ve Gelisimi. Ankara: Nobel Yaynclk.

DNMEZ-BAYKOC, N. (1992). Oyun Kitab, stanbul: Esin Yaynevi. ERDEN, Sule ve Fatma ALSNANOLU. (2002). Anaokullarna Devam Eden Cocuklarn Ebeveynlerinin Cocuk Oyun ve Oyuncaklar Hakkndaki Gruslerinin ncelenmesi. Cukurova Universitesi Eitim Fakultesi Dergisi. 2 (22), 42-49 EVLIYAOLU, Sait ve Serif BAYKURT. (1988). Turk Halkbilimi. Ankara: Ofset Reproduksiyon Matbaaclk. KOCKAR, M. Tekin. (1998). Dans ve Halkdanslar. Ankara: Bargan Yaymevi. ONUR, Bekir ve Neslihan GUNEY. (2002). Turkiyede Cocuk Oyunlar: Derlemeler. Ankara: Ankara Universitesi Basmevi. OZDOAN, Berka. (1997). Cocuk ve Oyun. Ankara: An Yaynclk. TEKKAYA, Ela. (2001). Tasarlanms Cocuk Haklar: Ankara Cocuk Oyun Alanlar. Milli Eitim Dergisi, 151. 74-83.

AUTHORS

Ms. Pinar GIRMEN (CID 8213) Date of Birth : 03 Nov. 1968 Profile a. Dancer : Hacettepe University 1988 1992 b. Manager : Osmangazi University (HAMER) 2001 c. Research Assistant, Department of Education, Osmangazi University d. Address : Osmangaz Unversty Folklor Research and Tranng Center (Hamer) Meselik Kampusu 26480 Eskisehir / Turkey Tel (90): 222.239 37 50 / 1454 Faks: (90) 222.229 14 18 (90) 222.229 31 55 E-Mail: pgirmen@ogu.edu.tr M. Tekin KOCKAR (CID 8211) Date of birth : 21 Dec. 1954 Profile a. Dancer : Ankara State Ballet Teatre 1966 1972 b. Dancer : Ankara Caucasus Folklore Assoc. 1970 - 1974 c. Dancer : stanbul Folklore Foundation 1974 1978 d. Trainer : Anadolu University Folkdance Ensemble 1979 2001 e. Trainee : Elbrus Ensemble Caucasus 1990 f. Trainee : Pyatniskova Ensemble Moscow 1991 g. Trainee : Moiseyev Ensemble Moscow 1992 h. Art. Director : Anadolu University Folkdance Ensemble 1982 2001 . Director and Art Director: Osmangazi University (HAMER) 2001 j. Address : Osmangaz Unversty Folklor Research and Tranng Center (Hamer) Meselik Kampusu 26480 Eskisehir / Turkey Tel (90): 222.239 37 50 / 1454 Faks: (90) 222.229 14 18 (90) 222.229 31 55 E-Mail: mtkockar@ogu.edu.tr

Mrs. P. Girmen (CID 8213) Mr. M. T. Kockar (CID 8211) Osmangaz Unversty Folklor Research and Tranng Center (Hamer) Meelik Kampusu 26480 Eskisehir Turkey Tel. (90)222.239.3750 / 1454; fax (90)222.229.1418 pgirmen@ogu.edu.tr mtkockar@ogu.edu.tr

******************************************************** Exhibition Presented at the 18th World Congress on Dance Research Argos, Greece, 3-7 November 2004 CF04134.doc