1 0 0 0 IR ビデオダンス研究 : 映像理論からのアプローチ
- 著者
- 松岡 綾葉
- 出版者
- お茶の水女子大学大学院人間文化創成科学研究科
- 雑誌
- 人間文化創成科学論叢 (ISSN:13448013)
- 巻号頁・発行日
- vol.14, pp.137-145, 2011
Video dance is hybrid of film and dance, called "new art form" . The purpose of this paper is to clarify a part of characteristics of video dance piece "Roseland" (1990) by Vim Vandekeybus through film theoretical perspective which is based in "Der Film" (1959) by Bela Balazs. According to this theory, three perspectives were revealed: "Close up; the body in the flame and imagination of invisible body outside the flame", "Changing viewpoint; synchronization view", "Editing; re-constructed choreography". And analysis of "Roseland" shows that these points appeared effectively in the film and characterizes as unique art form. "Close up" focuses on dancer's detail such as skin and muscles, and fragments of the body makes movement dynamic. "Changing viewpoint" gives audience immersive views and simulation experiences as well as sequence of shots makes rhythm that initiates movement and music. "Editing"; re-constructed choreography creates a great impact that prevents audience's imagination and make them re-think about the idea of choreography. In conclusion, these characteristics in "Roseland" are part of video dance\essence, and it is important to utilize film theory in analyzing video dance.
- 著者
- 三好 淳子 井門 敬子 松岡 綾 武市 佳己 山口 巧 岡本 千恵 末丸 克矢 荒木 博陽
- 出版者
- 日本医療薬学会
- 雑誌
- 医療薬学 (ISSN:1346342X)
- 巻号頁・発行日
- vol.31, no.3, pp.233-237, 2005-03-10
- 被引用文献数
- 10 14
At the Division of Pharmacy in Ehime University Hospital, we conduct drug counseling training for undergraduate students and graduate students aimed at helping them acquire communication skills as well as clinical knowledge. The program relies largely on case-based learning (CBL) procedures and role-play practice using video tape recordings. In the following, we describe the drug counseling training program and report the results of a student evaluation of the program. The training program consists of the following : 1. Explanation of the procedure of the practical training; 2. Presentation of a mock case file-including a patient profile, diagnosis, clinical history, laboratory data and prescription; 3. Explanation of how to collect drug information; 4. Study of individual cases by students, 5. Role-play in providing drug counseling and recording this on video (with a student in the counseling role and a pharmacist in the patient role) and 6. Discussion and review by students and clinical pharmacists (including the person who played the patient role) after watching the video recording. After the training, we conducted a survey of the participating students by questionnaire regarding their opinions of the training program. Almost all of the students considered the practical training to be useful because it enabled them to evaluate their performance in drug counseling and communication skills objectively. They also felt that the guidance they had received from clinical pharmacists had been useful. Our training program on drug counseling using CBL procedures and video recordings is thus a simple method of training students which enables them to improve both their communication skills and clinical knowledge.