咸丰县土家族“打谷式”摆手舞不同动作的田野释义
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摘要
运用文献资料、田野调查、逻辑分析等方法,以恩施土家族"打谷式"摆手舞为研究对象,对不同舞蹈动作的内容和命名进行内涵挖掘和田野释义。结果显示:咸丰县"打谷式"摆手舞采用少见的四字命名法,描述从五谷的播种、结实、收割到打谷的全过程;舞蹈动作的内容及命名蕴含了土家族人们敬仰神明、尊敬祖先的宗教和道德内涵,天人合一、相生相克的哲学内涵以及知足常乐、恬淡自然的生活情趣;"打谷式"摆手舞具有较强的教育传承功能和道德教化功能,它的校本课程化也有利于学校教育中五育并举目标的实现。
By using the methods of document, field survey, logical analysis, this paper takes "threshing hand dance" in Xianfeng country as the research object, analyses and paraphrases content and name of different movements. The result shows that "threshing hand dance" adopts infrequent four-character to name, describes the whole growth process of cultivation, maturity, harvest and threshing of the five cereals; the content and name of dance movements contain connotation of religion and morality for respecting to god and ancestor, philosophical connotation of nature and humanity unity as well as mutual generation and restriction, life attitude of satisfy and quiet. The "threshing hand dance" has stronger function of education inheritance and moralization, school curriculum of it is beneficial to achievement of developing the five education together in school education.
By using the methods of document, field survey, logical analysis, this paper takes "threshing hand dance" in Xianfeng country as the research object, analyses and paraphrases content and name of different movements. The result shows that "threshing hand dance" adopts infrequent four-character to name, describes the whole growth process of cultivation, maturity, harvest and threshing of the five cereals; the content and name of dance movements contain connotation of religion and morality for respecting to god and ancestor, philosophical connotation of nature and humanity unity as well as mutual generation and restriction, life attitude of satisfy and quiet. The "threshing hand dance" has stronger function of education inheritance and moralization, school curriculum of it is beneficial to achievement of developing the five education together in school education.
引文
[1]中共中央办公厅.国务院办公厅印发《关于实施中华优秀传统文化传承发展工程的意见》[EB/OL].http://www.xinhuanet.com/politics/2017-01/25/c_1120383155.htm,2018-05-19.
[2]国务院关于公布第一批国家级非物质文化遗产名录的通知[EB/OL].http://www.gov.cn/zwgk/2006-06/02/content_297946.htm,2018-05-19.
[3]国务院关于公布第二批国家级非物质文化遗产名录和第一批国家级非物质文化遗产扩展项目名录的通知[EB/OL].http://www.gov.cn/zwgk/2008-06/14/content_1016331.htm,2018-05-19.
[4]赵翔宇,张洁.祖先崇拜:土家族摆手堂的宗教人类学研究[J].北方民族大学学报(哲学社会科学版),2014(5):123-125.
[5]赵翔宇.从娱神到娱人:土家族摆手舞的功能变迁研究[J].民族艺术研究,2012,25(4):17-21.
[6]黄小红.论鄂西民族传统体育文化传承与创新研究——以土家摆手舞传承与保护的思路为例[J].体育科技,2016(4):88-89,94.
[7]唐卫青,张瑞.从祭台到舞台的时空变迁:土家摆手舞的人类学解读——以来凤县舍米湖村为例[J].湖北民族学院学报(哲学社会科学版),2015(6):21-24.
[8]张世威.基于文化空间理论的民族传统体育保护研究——来自土家摆手舞的田野释义与演证[J].北京体育大学学报,2015(8):20-28.
[9]周黔玲.从土家族摆手舞仪式看古代“武舞”的民间遗存[J].北京舞蹈学院报,2013(3):78-81.
[10]万义.村落少数民族传统体育发展的文化生态学研究——“土家族第一村”双凤村的田野调查报告[J].体育科学,2011,31(9):41-50.
[11]彭曲.论土家族舞蹈的民俗意蕴——土家族民间遗存舞蹈形象调查与研究[J].北京舞蹈学院学报,2006(1):51-56.
[2]国务院关于公布第一批国家级非物质文化遗产名录的通知[EB/OL].http://www.gov.cn/zwgk/2006-06/02/content_297946.htm,2018-05-19.
[3]国务院关于公布第二批国家级非物质文化遗产名录和第一批国家级非物质文化遗产扩展项目名录的通知[EB/OL].http://www.gov.cn/zwgk/2008-06/14/content_1016331.htm,2018-05-19.
[4]赵翔宇,张洁.祖先崇拜:土家族摆手堂的宗教人类学研究[J].北方民族大学学报(哲学社会科学版),2014(5):123-125.
[5]赵翔宇.从娱神到娱人:土家族摆手舞的功能变迁研究[J].民族艺术研究,2012,25(4):17-21.
[6]黄小红.论鄂西民族传统体育文化传承与创新研究——以土家摆手舞传承与保护的思路为例[J].体育科技,2016(4):88-89,94.
[7]唐卫青,张瑞.从祭台到舞台的时空变迁:土家摆手舞的人类学解读——以来凤县舍米湖村为例[J].湖北民族学院学报(哲学社会科学版),2015(6):21-24.
[8]张世威.基于文化空间理论的民族传统体育保护研究——来自土家摆手舞的田野释义与演证[J].北京体育大学学报,2015(8):20-28.
[9]周黔玲.从土家族摆手舞仪式看古代“武舞”的民间遗存[J].北京舞蹈学院报,2013(3):78-81.
[10]万义.村落少数民族传统体育发展的文化生态学研究——“土家族第一村”双凤村的田野调查报告[J].体育科学,2011,31(9):41-50.
[11]彭曲.论土家族舞蹈的民俗意蕴——土家族民间遗存舞蹈形象调查与研究[J].北京舞蹈学院学报,2006(1):51-56.