Pub Date : 2023-11-22DOI: 10.1080/15290824.2023.2240696
M. J. C. Frichtel
{"title":"Dance Research Methodologies: Ethics, Orientations, and Practices Dance Research Methodologies: Ethics, Orientations, and Practices Rosemary Candelario and Matthew Henley. Routledge, Taylor and Francis Group, 2023. 433 pages; $42.95 (paperback).","authors":"M. J. C. Frichtel","doi":"10.1080/15290824.2023.2240696","DOIUrl":"https://doi.org/10.1080/15290824.2023.2240696","url":null,"abstract":"","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139249599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-22DOI: 10.1080/15290824.2023.2230420
Yang Zhao
{"title":"Folk Dance and the Creation of National Identities: Staging the Folk Folk Dance and the Creation of National Identities: Staging the Folk Anthony Shay. Palgrave Macmillan, 2023. 349 pp., $129.00 (hardcover), $99.00 (e-book).","authors":"Yang Zhao","doi":"10.1080/15290824.2023.2230420","DOIUrl":"https://doi.org/10.1080/15290824.2023.2230420","url":null,"abstract":"","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"147 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139248018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-22DOI: 10.1080/15290824.2023.2248838
Hetty King
{"title":"Somatic Movement Dance Therapy: The Healing Art of Self-regulation and Co-regulation Somatic Movement Dance Therapy: The Healing Art of Self-regulation and Co-regulation Amanda Williamson. Intellect, 2023. 352 pages; $129.95 (hardcover).","authors":"Hetty King","doi":"10.1080/15290824.2023.2248838","DOIUrl":"https://doi.org/10.1080/15290824.2023.2248838","url":null,"abstract":"","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139250376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-16DOI: 10.1080/15290824.2023.2244954
Pascal Rekoert
{"title":"The Gender-Sexuality Continuum in K-12 Spaces: A Case Study of Five Male Educators Teaching Youth in New York City","authors":"Pascal Rekoert","doi":"10.1080/15290824.2023.2244954","DOIUrl":"https://doi.org/10.1080/15290824.2023.2244954","url":null,"abstract":"","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"145 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139269494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-25DOI: 10.1080/15290824.2023.2223225
M’Lissa K. Franks
{"title":"Exploring Postsecondary Experiences for Dance Majors in Texas with Backgrounds in Competitive Dance and/Or Drill Team","authors":"M’Lissa K. Franks","doi":"10.1080/15290824.2023.2223225","DOIUrl":"https://doi.org/10.1080/15290824.2023.2223225","url":null,"abstract":"","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"4 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135216793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/15290824.2023.2221241
Sherrie Barr, Wendy Oliver
ABSTRACTThe call for substantive curricular change in US postsecondary dance programs has taken on greater urgency since the racial and cultural divides of 2020, erupting within a landscape that included a global pandemic. In response, critical discussions are informing policies to counter academia’s embedded inequities as expressed through White, Western-centered curricula. Baccalaureate dance programs must determine how to actualize values encompassing diversity, equity, and inclusion, from course offerings and faculty hirings to entrance policies and performance opportunities. The authors examine how five dance major programs are meeting today’s societal and disciplinary shifts and the ways interdisciplinarity can support such efforts. The study reveals there is not one “best” path to decolonizing curricula. Yet, the authors found recurring strategies amongst this cohort of dance programs that successfully embrace the challenges put forward by today’s ever-changing world.KEYWORDS: Higher educationcurriculumdiversityequityinclusioninterdisciplinarityanti-racist pedagogy Disclosure StatementNo potential conflict of interest was reported by the authors.Cohort WebsitesSan Francisco State University, School of Theatre & Dancehttps://theatredance.sfsu.edu/bachelor-arts-danceSlippery Rock University, Department of Dancehttps://www.sru.edu/academics/colleges-and-departments/cla/departments/danceSpelman College, Department of Dance Performance and Choreographyhttps://www.sru.edu/academics/colleges-and-departments/cla/departments/danceUniversity of Florida, School of Theatre & Dancehttps://arts.ufl.edu/academics/theater-and-dance/programs/dance/University of Wisconsin-Madison, Dance Departmenthttps://dance.wisc.eduNotes1. The previous project focused on baccalaureate degree requirements exclusively at institutions without graduate programs in dance. This limitation alleviated concern for possible tensions due to competition for resources between undergraduate and graduate programs. This focus remained for this current project.2. Due to the nature of grounded theory approach, we regularly returned to each program’s website.3. Unless otherwise noted, cited data are from each program’s website, with primary collection occurring between July 8 and December 10, 2022.
摘要自2020年种族和文化分歧爆发以来，对美国高等教育舞蹈课程进行实质性改革的呼吁变得更加紧迫，其中包括全球流行病。作为回应，批判性的讨论正在为政策提供信息，以对抗学术界根深蒂固的不平等，这种不平等通过白人、以西方为中心的课程表现出来。学士学位舞蹈课程必须确定如何实现包括多样性，公平性和包容性在内的价值观，从课程设置和教师招聘到入学政策和表演机会。作者研究了五个舞蹈专业如何适应当今社会和学科的转变，以及跨学科如何支持这些努力。这项研究表明，没有一条“最佳”的非殖民化课程。然而，作者在这群舞蹈节目中发现了反复出现的策略，这些策略成功地接受了当今不断变化的世界所提出的挑战。关键词:高等教育课程多样性，公平性，包容性，跨学科，反种族主义教学法。队列网站旧金山州立大学戏剧与舞蹈学院https://theatredance.sfsu.edu/bachelor-arts-danceSlippery洛克大学舞蹈系https://www.sru.edu/academics/colleges-and-departments/cla/departments/danceSpelman佛罗里达学院舞蹈表演与编舞系https://www.sru.edu/academics/colleges-and-departments/cla/departments/danceUniversity戏剧与舞蹈学院https://arts.ufl.edu/academics/theater-and-dance/programs/dance/University of Wisconsin-Madison，舞蹈系https:// dance.wis.edunotes1。之前的项目专注于没有舞蹈研究生课程的机构的学士学位要求。这一限制减轻了人们对本科生和研究生之间资源竞争可能造成的紧张局势的担忧。这个重点仍然是当前的项目。由于扎根理论方法的性质，我们会定期返回每个项目的网站。除非另有说明，否则引用的数据来自每个项目的网站，主要收集时间为2022年7月8日至12月10日。
{"title":"Strategies for Diversity and Inclusion in Postsecondary Dance: How Five Baccalaureate Programs are Recalibrating","authors":"Sherrie Barr, Wendy Oliver","doi":"10.1080/15290824.2023.2221241","DOIUrl":"https://doi.org/10.1080/15290824.2023.2221241","url":null,"abstract":"ABSTRACTThe call for substantive curricular change in US postsecondary dance programs has taken on greater urgency since the racial and cultural divides of 2020, erupting within a landscape that included a global pandemic. In response, critical discussions are informing policies to counter academia’s embedded inequities as expressed through White, Western-centered curricula. Baccalaureate dance programs must determine how to actualize values encompassing diversity, equity, and inclusion, from course offerings and faculty hirings to entrance policies and performance opportunities. The authors examine how five dance major programs are meeting today’s societal and disciplinary shifts and the ways interdisciplinarity can support such efforts. The study reveals there is not one “best” path to decolonizing curricula. Yet, the authors found recurring strategies amongst this cohort of dance programs that successfully embrace the challenges put forward by today’s ever-changing world.KEYWORDS: Higher educationcurriculumdiversityequityinclusioninterdisciplinarityanti-racist pedagogy Disclosure StatementNo potential conflict of interest was reported by the authors.Cohort WebsitesSan Francisco State University, School of Theatre & Dancehttps://theatredance.sfsu.edu/bachelor-arts-danceSlippery Rock University, Department of Dancehttps://www.sru.edu/academics/colleges-and-departments/cla/departments/danceSpelman College, Department of Dance Performance and Choreographyhttps://www.sru.edu/academics/colleges-and-departments/cla/departments/danceUniversity of Florida, School of Theatre & Dancehttps://arts.ufl.edu/academics/theater-and-dance/programs/dance/University of Wisconsin-Madison, Dance Departmenthttps://dance.wisc.eduNotes1. The previous project focused on baccalaureate degree requirements exclusively at institutions without graduate programs in dance. This limitation alleviated concern for possible tensions due to competition for resources between undergraduate and graduate programs. This focus remained for this current project.2. Due to the nature of grounded theory approach, we regularly returned to each program’s website.3. Unless otherwise noted, cited data are from each program’s website, with primary collection occurring between July 8 and December 10, 2022.","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"47 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1080/15290824.2023.2214558
Lisa V. McCabe, Doug Risner
ABSTRACTWhat happens when undergraduate dance pedagogy students observe dance educators’ teaching practices in diverse dance education sectors? Traditional field observation focuses primarily on the teacher, teaching methods, and classroom management. Comparatively, critical field observations examine teacher and learner action equally through rich description of relationships between teacher and student, student and student, and the whole group, including communication patterns and equity, engagement, and pedagogical values and priorities. The authors, a recent undergraduate student and a dance professor, discuss their respective experiences and insights on immersive, experiential learning gained from conducting critical field observations. Discussion also covers informed understanding of pedagogical theory and practice through a social foundations lens. Insights from the critical field observation project are shared from student peers in the dance pedagogy course (n = 18), complementing and expanding the authors’ perspectives in conversation with the diverse range of learning outcomes and deepened classroom-based knowledge.KEYWORDS: Dance pedagogyexperiential learningsocial foundationsteaching methodsfield observations Disclosure StatementNo potential conflict of interest was reported by the authors.Supplementary MaterialSupplemental materials for this article can be accessed online at https://doi.org/10.1080/15290824.2023.2214558.Supplementary MaterialAppendix 1 of this article can be accessed under “Supplemental Material” on the publisher’s website.Notes1. Barr and Risner importantly note, “Today’s dance educators enter classrooms populated by increasingly diverse students in which teachers’ pedagogical knowledge necessitates heightened understandings of race, ethnicity, social class, gender, and sexuality. Uncovering taken-for-granted assumptions, dominant stereotypes, and educational structures that reproduce social inequalities in schools requires teacher preparation in social foundations of education” (Citation2014, 136).2. Various pedagogical frameworks in Module Three of the course include banking method of education (Freire Citation1970), engaged pedagogy and connected teaching (hooks Citation2006), critical feminist dance pedagogies (Shapiro Citation1998; Stinson Citation1998, Citation2005), culturally relevant dance pedagogy (McCarthy-Brown Citation2009), and humanizing dance pedagogy and immersive learning in practice (Risner Citation2021).
{"title":"Using Student Field Observations in Dance Pedagogy Coursework: Learner and Teacher Perspectives","authors":"Lisa V. McCabe, Doug Risner","doi":"10.1080/15290824.2023.2214558","DOIUrl":"https://doi.org/10.1080/15290824.2023.2214558","url":null,"abstract":"ABSTRACTWhat happens when undergraduate dance pedagogy students observe dance educators’ teaching practices in diverse dance education sectors? Traditional field observation focuses primarily on the teacher, teaching methods, and classroom management. Comparatively, critical field observations examine teacher and learner action equally through rich description of relationships between teacher and student, student and student, and the whole group, including communication patterns and equity, engagement, and pedagogical values and priorities. The authors, a recent undergraduate student and a dance professor, discuss their respective experiences and insights on immersive, experiential learning gained from conducting critical field observations. Discussion also covers informed understanding of pedagogical theory and practice through a social foundations lens. Insights from the critical field observation project are shared from student peers in the dance pedagogy course (n = 18), complementing and expanding the authors’ perspectives in conversation with the diverse range of learning outcomes and deepened classroom-based knowledge.KEYWORDS: Dance pedagogyexperiential learningsocial foundationsteaching methodsfield observations Disclosure StatementNo potential conflict of interest was reported by the authors.Supplementary MaterialSupplemental materials for this article can be accessed online at https://doi.org/10.1080/15290824.2023.2214558.Supplementary MaterialAppendix 1 of this article can be accessed under “Supplemental Material” on the publisher’s website.Notes1. Barr and Risner importantly note, “Today’s dance educators enter classrooms populated by increasingly diverse students in which teachers’ pedagogical knowledge necessitates heightened understandings of race, ethnicity, social class, gender, and sexuality. Uncovering taken-for-granted assumptions, dominant stereotypes, and educational structures that reproduce social inequalities in schools requires teacher preparation in social foundations of education” (Citation2014, 136).2. Various pedagogical frameworks in Module Three of the course include banking method of education (Freire Citation1970), engaged pedagogy and connected teaching (hooks Citation2006), critical feminist dance pedagogies (Shapiro Citation1998; Stinson Citation1998, Citation2005), culturally relevant dance pedagogy (McCarthy-Brown Citation2009), and humanizing dance pedagogy and immersive learning in practice (Risner Citation2021).","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135994277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/15290824.2023.2265758
Rima Faber
{"title":"The Dance Education Literature and Research descriptive index (DELRdi) Live Grid: Research-at-a-Glance","authors":"Rima Faber","doi":"10.1080/15290824.2023.2265758","DOIUrl":"https://doi.org/10.1080/15290824.2023.2265758","url":null,"abstract":"","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"51 1","pages":"349 - 353"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139324209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/15290824.2022.2088039
Sherrie Barr
{"title":"Dancing Across the Lifespan - Negotiating Age, Place, and Purpose","authors":"Sherrie Barr","doi":"10.1080/15290824.2022.2088039","DOIUrl":"https://doi.org/10.1080/15290824.2022.2088039","url":null,"abstract":"","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"10 1","pages":"346 - 347"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139324284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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