課程資料
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1878 動作分析
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開課學期：1141
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開課班級：
舞蹈系 1
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授課教師：王雲幼
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選修
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學期課
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學分數：2.0
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大仁 0101 星期二 14:10-16:00
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1878 MOVEMENT ANALYSIS
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2025 Fall
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Department of Dance 1
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Professor：WANG, YUN-YU
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Elective
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Semester
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Credits:
2.0
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Da Ren 0101 Tuesday 14:10-16:00
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發展願景
傳揚中華文化，促進跨領域創新，與時精進，邁向國際
It is our objective to promote Chinese culture, enhance cross-disciplinary innovation, seek constant advancement, and embrace global community.
辦學宗旨
秉承質樸堅毅校訓，承東西之道統，集中外之精華，研究高深學術, 培養專業人才，服務社會，致力中華文化之發揚, 促進國家發展.
Based on our motto—“Temperament, Simplicity, Strength, and Tenacity,” “inheriting the merits of the East and the West” and “absorbing the essence of Chinese and foreign cultures,” we make it our mission to pursue advanced research, develop professional talents, serve the society, promote Chinese culture and support national development.
校教育目標
校基本素養
校核心能力
院教育目標
以創意為專業核心，人文素養為基礎，培育兼具理論與實務素養之人才
提升心手相通思考邏輯能力，培養理論與鑑賞兼具之專業教育人才
培育具高度整合、溝通與專業表達能力之展演與創作人才
培訓推動藝術產業交流與拓展應用國際藝術資源互動之能力
推動藝術活動社會化，達到回饋社會與尊重生命之態度
院核心能力
專業素養與實務創作能力
藝術創新與整合應用能力
專業教學與理論研究能力
藝術行政及創意行銷能力
溝通協調與團隊合作能力
國際視野與多元文化素養之能力
多元關懷與主動學習能力
系教育目標
培育舞蹈表演人才
培育舞蹈教育人才
培育舞蹈編創人才
系核心能力
培養學生專業舞蹈能力
培養溝通與團隊合作能力
建立國際觀與多元文化舞蹈視野
培養倫理道德與人文涵養
培養創新思維與自主學習能力
課程目標
1.瞭解分析與記錄動作的基本原則。2.認識動作（舞蹈）的元素與結構。3.探討拉邦動作分析的原理。4.以動力的結構為主題作各種探討。5.分析與記錄各種不同的動作語彙。6.分析與記錄舞作之結構與形式。7.觀察與記錄兒童的動作。
課程能力
培養學生專業舞蹈能力 (比重 50%)
培養溝通與團隊合作能力 (比重 10%)
建立國際觀與多元文化舞蹈視野 (比重 10%)
培養倫理道德與人文涵養 (比重 10%)
培養創新思維與自主學習能力 (比重 20%)
課程概述
探討拉邦動作分析的緣起，依據拉邦之三大舞譜系統理論，分析、記錄與探討舞蹈動作、媒體、形式與風格。其課程內容涵蓋：探討舞蹈之內、外在結構與空間形式；分析與記錄各種的動作語彙之特色與質地；觀察與記錄兒童的動作發展過程。觀察與記錄個人日常生活動作的特質；探討聲音與動作之間的互動關係；發覺舞蹈/動作與各種舞蹈媒體之間的關係。
授課內容
課程目標
本課程將以拉邦動作分析的基本元素，引導學生了解人的身體極限。如何經由肢體(Body)、勁力(Effort)、Shape(動力塑型)、空間和諧(Space Harmony)的學理，尋求出動作質地的各種可能性，以及其如何影響著人的情感表達及與外界、人與人之間的溝通。課程中將經由對動作分析基本元素之了解，訓練學員的觀察能力，因此可以熟練的活用在教學、評論、創作、表演，以及每日生活動作之改善和對人的關懷。
經由拉邦的動作分析理論，學生可以獲得明確的方法，及觀察所得的動作現象之深層意義。這種分析的能力，不只針對舞蹈老師觀察能力的改進、評論者之深度判斷技巧、職業舞者動作的了解改良、編舞者更多創作的可能性，更針對著人類日常生活、隨時可見的動作行為有更深的了解。由此，學員可運用所學施展到各種不同領域上，包括樂齡組的社會關懷，舞蹈傷害、幼兒發展、企業管理等。在學術研究方面，被擴展使用的概括了心理學、運動學、社會學、人類學、犯罪學等。
在此課程中，學生將了解Bartenieff的6個人類發展行為、身體基本訓練，身體結構分析；8種Efforts(勁力)，動作質地的巧妙分析；3種Shape(動力塑型)；以及經由空間和諧學(Space Harmony)來探究人與空間的建築關係。經由對上述的方法來瞭解身體以及解析動作之奧妙，可引發藝術工作者對身體之自知，除了能調整社群服務之健康照護，延伸出探討美化自我以及關懷社群，尋找出人與人、人與社會之生命意義。
Course Objectives
This course introduces students to the basic elements of Laban Movement Analysis (LMA), guiding them to understand the physical limits of the human body. Through the theoretical frameworks of Body, Effort, Shape, and Space Harmony, students will explore the various qualities of movement and how these influence emotional expression, interpersonal communication, and interaction with the environment. By understanding the fundamental components of movement analysis, students will develop observational skills that can be applied in teaching, critique, creative work, performance, and daily movement improvement, fostering a deeper concern for human well-being.
Through Laban’s theoretical lens, students will gain concrete methodologies to interpret the deeper meaning behind observed movement phenomena. This analytical ability not only enhances the observational skills of dance educators, the critical depth of reviewers, and the movement understanding and refinement of professional dancers and choreographers, but also provides insights into the movements of everyday life. As a result, students can apply these insights across various fields such as elder care and social engagement, dance injury prevention, child development, and corporate management. Academically, the scope of application extends to disciplines such as psychology, kinesiology, sociology, anthropology, and criminology.
In this course, students will study Bartenieff’s six fundamental movement patterns of human development, basic body conditioning, and structural analysis; the eight Efforts for analyzing movement qualities; the three categories of Shape; and the spatial relationships explored through Space Harmony. Through these approaches, students will gain deeper awareness of their bodies and the intricacies of movement, inspiring artists to better understand themselves physically. This self-awareness not only enhances the ability to contribute to health care in community service but also encourages exploration of aesthetics and social concern, ultimately leading to a search for meaning in human relationships and society.
授課方式
本課程將以拉邦動作分析的基本元素介紹，引導同學了解人的身體極限。如何經由身體(Body)、勁力(Effort)、動力塑型 (Shape)、空間和諧(Space Harmony)的學理，尋求出動作質地的各種可能性，以及動作如何影響著人的情感表達及與外界、人與人之間的溝通。本課程將以教師講述，學生身體實踐活動，與分組共做討論等學習方式進行。課程中將經由對動作分析基本元素之了解，訓練同學的觀察能力，因此可以熟練的活用在教學、評論、創作、表演，以及每日生活動作之改善和對人的關懷。
在身體(Body)課程中，學生將了解
Bartenieff的6個人類發展行為、身體基本訓練，身體結構分析：巴特妮芙運用人類六大行為發展為基礎所創之Bartenieff Fundamental (BF) 來探討動作由肢體解構分段之後，如何回歸行為之根本，因而得以尋找到自我與外在世界之關連
在勁力(Effort)課程中，學生將了解
8種Efforts(勁力)，動作質地的巧妙分析：經由8種身體動作Laban Efforts(動力、動作質地) 的觀察與訓練，來瞭解人類在每個動作之背後，心理的動機。運用學理來設計與訓練舞蹈或日常動作，來使自己身與心整合
在動力塑型 (Shape)課程中，學生將了解
3種Shape change(動力塑型) – Shape Flow, Directional and Shaping；5種Shape Form（動作塑型），了解身體與外在空間之造型 (Laban Shape)
在空間和諧學(Space Harmony)，學生將了解
研究人體與球形動作 (Kinesphere)在近、中與遠距離 (near, middle and far reach) 中，與幾何學中相關之因素，其中包括點(dot)與線(line)、中心軸線 (Dimensional cross of Axes) 、八面體 (Octahedron)、門面輪面與桌面 (door plane, wheel plane and table plane) 、方塊中之軸心對角線 (Diagonal Cross of Axes in Cube) 、二十面體 (Icosahedrons)之探索．經由空間和諧學(Space Harmony)來探究人與空間的建築關係。
This course introduces students to the fundamental elements of Laban Movement Analysis (LMA) to guide them in understanding the limits of the human body. Through the theoretical frameworks of Body, Effort, Shape, and Space Harmony, students will explore the various possibilities of movement quality, and how movement influences emotional expression and communication with the external world and between individuals. The course combines lectures, physical practice, and group collaboration and discussion. By understanding the core components of movement analysis, students will develop their observation skills and be able to apply them proficiently in teaching, critique, creative work, performance, and the enhancement of everyday movement and human care.
Body
In the Body component, students will study:
• Bartenieff’s six fundamental movement patterns of human development, basic body conditioning, and body structure analysis.
• Through Bartenieff Fundamentals (BF)—based on the six patterns of human developmental movement—students will explore how dissected movement can return to its behavioral origins. This approach helps uncover the connection between the self and the external world.
Effort
In the Effort component, students will explore:
• Eight types of Laban Efforts, analyzing the subtle qualities of movement.
• By observing and practicing these eight Efforts (which reflect the dynamics and textures of movement), students will learn to understand the psychological motivations behind each action. These theories are applied in designing and training both dance and everyday movement to integrate body and mind.
Shape
In the Shape component, students will study:
• Three types of Shape Change: Shape Flow, Directional, and Shaping
• Five types of Shape Forms, to understand how the body creates forms in relation to external space based on Laban Shape Theory.
Space Harmony
In the Space Harmony section, students will explore:
• The relationship between the human body and movement within the kinesphere (the spherical space around the body), including near, middle, and far reach.
• Geometric principles that shape movement pathways, such as dots and lines, dimensional cross of axes, octahedron, door/wheel/table planes, diagonal cross of axes in a cube, and the icosahedron.
• Through these explorations, students will investigate the architectural relationship between the human body and space using the principles of Space Harmony.
評量方式
上課用書
（師生應遵守智慧財產權觀念及不得不法影印、下載及散布）
王雲幼（2023）。動作分析：瞭解身體，了解自己。新北市：華藝。
參考書目
（師生應遵守智慧財產權觀念及不得不法影印、下載及散布）
Newlove, J & Dalby, J. (2004). Laban for All. New York, NY: Routledge
Bartenieff, I. ＆ Lewis, D. (2002). Body Movement: Coping with the Environment. New York, NY: Routledge.
Laban, R. (2011). Choreutics. Alton, UK: Dance Books.
Laban, R. (2011). The Mastery of Movement. Alton, UK: Dance Books.
課程需求
要報告
主題論文、課室觀察、學習心得等書面語口頭報告
“Thematic paper, classroom observation, learning reflection, and other written or oral presentations.”
要分組討論身體活動，創作作品演示
“Physical activities and creative work demonstrations.”
輔導時間
教師聯絡資訊
Email：wyy7@ulive.pccu.edu.tw
分機：
課程進度
| 2025/09/16 | W1簡介拉邦動作分析四大元素:身體(Body)、勁力(Effort)、外型(Shape)、空間和諧學(Space Harmony)指定研讀資料動作分析，瞭解身體、暸解自己。第一章 p.1-14 |
| 2025/09/23 | W2身體Ⅰ－身體覺察－Bartenieff Fundamental 身體與學理探討／延伸創意指定研讀資料Body Movement. p. 229 – 249. |
| 2025/09/30 | W3身體Ⅱ－Nine Major Fundamental Principles/Dynamic Alignment, Weight Shift, Core Support, Rotary Factor, Initiation & Sequencing指定研讀資料Body Movement, Inner Impulses to Move, p. 51, 53－58. |
| 2025/10/07 | W4身體Ⅲ－BF & Exercises指定研讀資料動作分析，瞭解身體、暸解自己。第二章 p.17-56 |
| 2025/10/14 | W5身體Ⅳ－Four Themes, Stability/Mobility, Function/Expression, Exertion/Recuperation, Inner/Outer指定研讀資料動作分析，瞭解身體、暸解自己。第二章 p.17-56 |
| 2025/10/21 | W6 Effort & Shape Ⅰ－勁力 I (Effort I) 八種元素介紹指定研讀資料Laban for All: Space, Time, Weight & Flow, chpt. 3, p. 112-117. |
| 2025/10/28 | W7 ffort & Shape Ⅱ－勁力Ⅱ (Effort Ⅱ) 八種元素介紹／如何應用勁力編創動作勁力指定研讀資料動作分析，瞭解身體、暸解自己。第三章 p.61-91 |
| 2025/11/04 | W8 Effort & Shape Ⅲ－勁力組句的創意遊戲指定研讀資料動作分析，瞭解身體、暸解自己。第三章 p.61-91 |
| 2025/11/11 | W9 Effort & Shape Ⅳ－動作塑型(Shape)指定研讀資料動作分析，瞭解身體、暸解自己。第四章 p.93-107 |
| 2025/11/18 | W10 Effort & Shape Ⅴ-複習Effort 及 Effort 之創意運用 |
| 2025/11/25 | W11 Space Harmony Ⅰ－介紹 Space Harmony 中不同的晶體,三種不同的Pathways 的介紹：Central, Transverse, Peripheral指定研讀資料Laban, R. (2011). Choreutics. P. 37-67 |
| 2025/12/02 | W12 Space Harmony Ⅲ－從不同晶體中找尋Dimensional Scale, Diagonal Scale指定研讀資料動作分析，瞭解身體、暸解自己。第五章 p.109-132 |
| 2025/12/09 | W13 Space Harmony Ⅳ－ 介紹 A Scale (Steeple)／Movement Choir／Primary Scale, Creating 2 or 3 Phrasings指定研讀資料動作分析，瞭解身體、暸解自己。第五章 p.109-132 |
| 2025/12/16 | W14 Space Harmony Ⅴ－介紹Axis Scale, Girdle Scale, Warm up with A Scale, Utilize Shape in movement transition and observation.如何運用Shape作動作轉換間的細節? 如何觀察？ |