Pub Date : 2023-08-24DOI: 10.1080/15290824.2023.2222822
Julie A. Brodie
{"title":"Leaping into Dance Literacy through the Language of Dance®","authors":"Julie A. Brodie","doi":"10.1080/15290824.2023.2222822","DOIUrl":"https://doi.org/10.1080/15290824.2023.2222822","url":null,"abstract":"","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43304100","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 : 2023-07-26DOI: 10.1080/15290824.2023.2196300
Yuxiao Shen, Nicholas Rowe
{"title":"If I am not as Good as Others: Chinese Recreational Dancers and Perceptions of Belonging in Aotearoa New Zealand","authors":"Yuxiao Shen, Nicholas Rowe","doi":"10.1080/15290824.2023.2196300","DOIUrl":"https://doi.org/10.1080/15290824.2023.2196300","url":null,"abstract":"","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42086468","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 : 2023-07-24DOI: 10.1080/15290824.2023.2194300
C. Marlow, Doug Risner
{"title":"Negotiating Cancer and Masculinities in Dance Education: Narratives of Discovery from Recovery","authors":"C. Marlow, Doug Risner","doi":"10.1080/15290824.2023.2194300","DOIUrl":"https://doi.org/10.1080/15290824.2023.2194300","url":null,"abstract":"","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45849247","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 : 2023-07-03DOI: 10.1080/15290824.2023.2231448
Valerie J. Ifill
ABSTRACT When thinking of wellness in dance, we often think about addressing mental or physical health-related challenges facing performers, although when looking at community dance, there are additional considerations to ensure the wellness of citizens and neighbors participating in dance programming. Gaps remain in dance education training to prepare students to be successful in authentically engaging in mutually beneficial, culturally sustaining, community dance. This article offers key concepts and practices from the field of Community-Engaged Learning (CEL) to supplement traditional dance education. The concepts of critical reflection, redistributing power, and authentic relationship-building are explored. Gleanings from CEL, in combination with dance education, can support us in preparing students to minimize unintentional harm, and amplify the joys of engaging in community dance.
{"title":"Do No Harm: Lessons from Community-Engaged Learning Applied to Community Dance","authors":"Valerie J. Ifill","doi":"10.1080/15290824.2023.2231448","DOIUrl":"https://doi.org/10.1080/15290824.2023.2231448","url":null,"abstract":"ABSTRACT When thinking of wellness in dance, we often think about addressing mental or physical health-related challenges facing performers, although when looking at community dance, there are additional considerations to ensure the wellness of citizens and neighbors participating in dance programming. Gaps remain in dance education training to prepare students to be successful in authentically engaging in mutually beneficial, culturally sustaining, community dance. This article offers key concepts and practices from the field of Community-Engaged Learning (CEL) to supplement traditional dance education. The concepts of critical reflection, redistributing power, and authentic relationship-building are explored. Gleanings from CEL, in combination with dance education, can support us in preparing students to minimize unintentional harm, and amplify the joys of engaging in community dance.","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"41 1","pages":"184 - 189"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363967","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 : 2023-07-03DOI: 10.1080/15290824.2023.2233394
Robin Collen
{"title":"Promoting Health and Wellness for All Dancers","authors":"Robin Collen","doi":"10.1080/15290824.2023.2233394","DOIUrl":"https://doi.org/10.1080/15290824.2023.2233394","url":null,"abstract":"","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"16 1","pages":"181 - 183"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363524","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 : 2023-07-03DOI: 10.1080/15290824.2023.2231936
Maria Kolitsida, Jennifer Cumming, Anna C Lavis, Erin Sanchez
ABSTRACT This study investigated the impact of the COVID-19 pandemic on dance freelancers’ mental health and wellbeing using a cross-sectional exploratory qualitative methodology. Findings from semi-structured interviews with six dance freelancers indicated the pandemic posed challenges to the mental health of dance freelancers, amplified preexisting inequalities, and required constant re-adaptation to ever-changing norms. Nonetheless, COVID-19 also paused hectic schedules allowing for rest, social connection, and skill development. From these findings, recommendations to enhance dance freelancers’ mental health and wellbeing include: 1) addressing the preexisting inequitable nature of the freelance dance sector to create a fair working environment, 2) re-establishing trust and communication between dance freelancers and those in positions of power to ensure guidance and support are applicable and accessible, 3) increasing opportunities for social connectedness to maximize the resulting protective value on mental health, and 4) adopting a dance-informed view of mental health within the field of dance to provide more comprehensive support.
{"title":"The Impact of the COVID-19 Pandemic on the Mental Health and Wellbeing of Dance Freelancers in the United Kingdom","authors":"Maria Kolitsida, Jennifer Cumming, Anna C Lavis, Erin Sanchez","doi":"10.1080/15290824.2023.2231936","DOIUrl":"https://doi.org/10.1080/15290824.2023.2231936","url":null,"abstract":"ABSTRACT This study investigated the impact of the COVID-19 pandemic on dance freelancers’ mental health and wellbeing using a cross-sectional exploratory qualitative methodology. Findings from semi-structured interviews with six dance freelancers indicated the pandemic posed challenges to the mental health of dance freelancers, amplified preexisting inequalities, and required constant re-adaptation to ever-changing norms. Nonetheless, COVID-19 also paused hectic schedules allowing for rest, social connection, and skill development. From these findings, recommendations to enhance dance freelancers’ mental health and wellbeing include: 1) addressing the preexisting inequitable nature of the freelance dance sector to create a fair working environment, 2) re-establishing trust and communication between dance freelancers and those in positions of power to ensure guidance and support are applicable and accessible, 3) increasing opportunities for social connectedness to maximize the resulting protective value on mental health, and 4) adopting a dance-informed view of mental health within the field of dance to provide more comprehensive support.","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"53 1","pages":"190 - 199"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139364273","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 : 2023-07-03DOI: 10.1080/15290824.2023.2234897
Lisa Sandlos
ABSTRACT In many dance competitions in North America, performances of sexualized choreography have become normalized. One result is that bodies of girl dancers are increasingly constructed as sexual objects. Sexual objectification is highly problematic for the development of girls’ self-identities, body image, psychological health, and overall wellbeing. Based on feminist perspectives on the body and data from feminist ethnography, this article investigates how objectification of young, female bodies in dance is reinforced through embodiment and repetition of sexualized movement and how it can negatively impact identity development and wellbeing. This research emphasizes that social-cultural processes of sexualization acting on the bodies and lives of young girls who dance should be of concern to all dance educators and privately-operated studios and suggests strategies for cultivating resistance and alternative approaches.
{"title":"“In the Land of Dance”: Unpacking Sexualization and the Wellbeing of Girls in Competitive Dance","authors":"Lisa Sandlos","doi":"10.1080/15290824.2023.2234897","DOIUrl":"https://doi.org/10.1080/15290824.2023.2234897","url":null,"abstract":"ABSTRACT In many dance competitions in North America, performances of sexualized choreography have become normalized. One result is that bodies of girl dancers are increasingly constructed as sexual objects. Sexual objectification is highly problematic for the development of girls’ self-identities, body image, psychological health, and overall wellbeing. Based on feminist perspectives on the body and data from feminist ethnography, this article investigates how objectification of young, female bodies in dance is reinforced through embodiment and repetition of sexualized movement and how it can negatively impact identity development and wellbeing. This research emphasizes that social-cultural processes of sexualization acting on the bodies and lives of young girls who dance should be of concern to all dance educators and privately-operated studios and suggests strategies for cultivating resistance and alternative approaches.","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"103 1","pages":"234 - 242"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363531","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 : 2023-07-03DOI: 10.1080/15290824.2023.2233969
América I. Stackpole, Angélica Quiroga-Garza
ABSTRACT We conducted an intervention based on Solution-Focused Brief Therapy (SFBT) with dance students to improve their performance and reduce their anxiety levels. Sixteen students from a dance conservatory participated in a quasi-experimental mixed research, test-posttest design without control group, consisting of five SFBT sessions. Their teachers evaluated their performance. The results showed the intervention was effective in reducing levels of performance anxiety (O1 = 126; O2 = 105.68), thought credibility and anxious thoughts (O1 = 64.43; O2 = 51.81), and self-perceived anxiety (O1 = 6.21; O2 = 4.58). The teachers reported an improvement in student performance (p < .05). Qualitative results demonstrate that participants could identify problems and take distance, transform negative thoughts into positive ones, and understand and expand their resources to face anxiety-related situations. These findings suggest that SFBT can be a valuable tool for dance teachers looking to enhance the performance of their students, reduce their anxiety levels to overcome stage fears, and improve their overall performance.
{"title":"Overcoming Stage Anxiety with a Solution-Focused Approach","authors":"América I. Stackpole, Angélica Quiroga-Garza","doi":"10.1080/15290824.2023.2233969","DOIUrl":"https://doi.org/10.1080/15290824.2023.2233969","url":null,"abstract":"ABSTRACT We conducted an intervention based on Solution-Focused Brief Therapy (SFBT) with dance students to improve their performance and reduce their anxiety levels. Sixteen students from a dance conservatory participated in a quasi-experimental mixed research, test-posttest design without control group, consisting of five SFBT sessions. Their teachers evaluated their performance. The results showed the intervention was effective in reducing levels of performance anxiety (O1 = 126; O2 = 105.68), thought credibility and anxious thoughts (O1 = 64.43; O2 = 51.81), and self-perceived anxiety (O1 = 6.21; O2 = 4.58). The teachers reported an improvement in student performance (p < .05). Qualitative results demonstrate that participants could identify problems and take distance, transform negative thoughts into positive ones, and understand and expand their resources to face anxiety-related situations. These findings suggest that SFBT can be a valuable tool for dance teachers looking to enhance the performance of their students, reduce their anxiety levels to overcome stage fears, and improve their overall performance.","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"34 1","pages":"200 - 212"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363493","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 : 2023-07-03DOI: 10.1080/15290824.2023.2233957
Courtney Liu
ABSTRACT Flow states have been linked to positive emotions, optimal focus, productivity, and a stronger sense of self through learning. Past research has confirmed that dancers experience flow, that flow in dance is related to spirituality and community connectedness, and that environmental factors can inhibit or facilitate dancing flow. This exploratory research (1) illuminates the potential of flow to mitigate the effects of self-objectification and related eating and body image disturbances by connecting literature on flow, dance, and eating disorders through objectification theory, (2) proposes a pedagogy of flow for the ballet classroom informed by this body of research, (3) describes implementation in an intermediate level ballet class in a university setting including reflective writing from students to illustrate their experience of outlined approaches, and (4) delineates the successes, limitations, and challenges of this approach alongside recommendations for future research on flow states and self-objectification in the ballet classroom.
ABSTRACT Flow states have been linked to positive emotions, optimal focus, productivity, and a stronger sense of self through learning.过去的研究已经证实，舞蹈演员会体验到 "流"，舞蹈中的 "流 "与灵性和社区联系有关，环境因素会抑制或促进舞蹈的 "流"。这项探索性研究（1）通过物化理论将有关流动、舞蹈和饮食失调的文献联系起来，揭示了流动在减轻自我物化以及相关饮食和身体形象障碍的影响方面的潜力；（2）根据这些研究成果，为芭蕾课堂提出了流动教学法、(3) 描述在大学中级芭蕾课上的实施情况，包括学生的反思性写作，以说明他们对概述方法的体验，以及 (4) 描述这种方法的成功之处、局限性和挑战，并对芭蕾课堂上的流动状态和自我客体化的未来研究提出建议。
{"title":"The Challenges and Possibilities of a Pedagogy of Flow as a Foil to Self-Objectification in the Ballet Classroom","authors":"Courtney Liu","doi":"10.1080/15290824.2023.2233957","DOIUrl":"https://doi.org/10.1080/15290824.2023.2233957","url":null,"abstract":"ABSTRACT Flow states have been linked to positive emotions, optimal focus, productivity, and a stronger sense of self through learning. Past research has confirmed that dancers experience flow, that flow in dance is related to spirituality and community connectedness, and that environmental factors can inhibit or facilitate dancing flow. This exploratory research (1) illuminates the potential of flow to mitigate the effects of self-objectification and related eating and body image disturbances by connecting literature on flow, dance, and eating disorders through objectification theory, (2) proposes a pedagogy of flow for the ballet classroom informed by this body of research, (3) describes implementation in an intermediate level ballet class in a university setting including reflective writing from students to illustrate their experience of outlined approaches, and (4) delineates the successes, limitations, and challenges of this approach alongside recommendations for future research on flow states and self-objectification in the ballet classroom.","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"104 1","pages":"223 - 233"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363701","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 : 2023-07-03DOI: 10.1080/15290824.2023.2234370
Lisa Drew, P. Kulinna
ABSTRACT This research study aimed to develop, execute, and evaluate the effectiveness of a dance wellness educational curriculum implemented in a university-level dance classroom. The focus of this study involved student application of exercise science and wellness knowledge within a teaching capacity. Using a mixed methods design, this study utilized a pretest/posttest performance assessment and document analysis for qualitative data. Results showed that the (a) posttest knowledge scores were statistically significantly higher, and (b) qualitative data collected from participants indicated deep levels of meaning-making and application of course content to students’ personal approaches to training and teaching. Two themes emerged from qualitative data: student growth in knowledge and understanding as well as personal/professional implementation and application. Findings suggest that incorporating a dance wellness curriculum in a university-level dance program builds knowledge in exercise science, wellness, and instructional literacy while encouraging students to apply gained knowledge in both personal and professional capacities.
{"title":"Dance Wellness Pedagogy: How Fitness-Focused Education Can Inform Dancer Wellness in the Postsecondary Classroom","authors":"Lisa Drew, P. Kulinna","doi":"10.1080/15290824.2023.2234370","DOIUrl":"https://doi.org/10.1080/15290824.2023.2234370","url":null,"abstract":"ABSTRACT This research study aimed to develop, execute, and evaluate the effectiveness of a dance wellness educational curriculum implemented in a university-level dance classroom. The focus of this study involved student application of exercise science and wellness knowledge within a teaching capacity. Using a mixed methods design, this study utilized a pretest/posttest performance assessment and document analysis for qualitative data. Results showed that the (a) posttest knowledge scores were statistically significantly higher, and (b) qualitative data collected from participants indicated deep levels of meaning-making and application of course content to students’ personal approaches to training and teaching. Two themes emerged from qualitative data: student growth in knowledge and understanding as well as personal/professional implementation and application. Findings suggest that incorporating a dance wellness curriculum in a university-level dance program builds knowledge in exercise science, wellness, and instructional literacy while encouraging students to apply gained knowledge in both personal and professional capacities.","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"107 1","pages":"213 - 222"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139364132","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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