Pub Date : 2022-07-18DOI: 10.1080/15290824.2022.2087360
Christine Mazeppa
{"title":"Masculinity, Intersectionality and Identity: Why Boys (Don’t) Dance","authors":"Christine Mazeppa","doi":"10.1080/15290824.2022.2087360","DOIUrl":"https://doi.org/10.1080/15290824.2022.2087360","url":null,"abstract":"","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48118090","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 : 2022-07-13DOI: 10.1080/15290824.2022.2085873
L. T. Pham, A. Phan
{"title":"Why Teaching? Vietnamese Dance Teachers’ Experiences, Motivations, and Professional Challenges","authors":"L. T. Pham, A. Phan","doi":"10.1080/15290824.2022.2085873","DOIUrl":"https://doi.org/10.1080/15290824.2022.2085873","url":null,"abstract":"","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46608133","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 : 2022-07-03DOI: 10.1080/15290824.2022.2091139
Tricia Clark-Fookes
ABSTRACT In this article, two pedagogical approaches intended to foster social inclusion in school-based dance programs are described: inquiry and reverse chronology. The inclusion of inquiry and reverse chronology as featured pedagogies in Queensland, Australia’s statewide General Senior Dance Syllabus is discussed, including the combined use of these pedagogies to promote more inclusive dance classrooms and dance teaching practices. In particular, the author highlights an approach to curriculum organization that features key questions and presents an alternative to traditional, style-based approaches to dance curriculum organization.
{"title":"Inquiry and Reverse Chronology Pedagogies for Social Inclusion in School-based Dance Programs","authors":"Tricia Clark-Fookes","doi":"10.1080/15290824.2022.2091139","DOIUrl":"https://doi.org/10.1080/15290824.2022.2091139","url":null,"abstract":"ABSTRACT In this article, two pedagogical approaches intended to foster social inclusion in school-based dance programs are described: inquiry and reverse chronology. The inclusion of inquiry and reverse chronology as featured pedagogies in Queensland, Australia’s statewide General Senior Dance Syllabus is discussed, including the combined use of these pedagogies to promote more inclusive dance classrooms and dance teaching practices. In particular, the author highlights an approach to curriculum organization that features key questions and presents an alternative to traditional, style-based approaches to dance curriculum organization.","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"22 1","pages":"175 - 180"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42981385","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 : 2022-07-03DOI: 10.1080/15290824.2022.2094932
Niharika Kasturi
ABSTRACT Dancers in India come from a background that focuses on performance and are trained to teach the way they were taught. When such dancers join a K-12 space as dance educators, they need to find new ways of teaching dance and movement. The teaching strategies employed in a dance studio, institute, or under a guru vary immensely from the strategies employed in a school. This article is a beginning into identifying some accessible and culturally relevant teaching practices that may help a dance educator establish connections between students’ personal experiences and their classroom content in K-12 spaces. This is being written at a time when the country is witnessing a paradigm shift in its education system leading to an increase in demand for dance educators in the K-12 spaces because of India’s 2020 “The New Education Policy.” The hope is that this article empowers future dance educators to find and document their experiences.
{"title":"Learning on the Go - Journey of a Dance Educator in a K-12 Space in India","authors":"Niharika Kasturi","doi":"10.1080/15290824.2022.2094932","DOIUrl":"https://doi.org/10.1080/15290824.2022.2094932","url":null,"abstract":"ABSTRACT Dancers in India come from a background that focuses on performance and are trained to teach the way they were taught. When such dancers join a K-12 space as dance educators, they need to find new ways of teaching dance and movement. The teaching strategies employed in a dance studio, institute, or under a guru vary immensely from the strategies employed in a school. This article is a beginning into identifying some accessible and culturally relevant teaching practices that may help a dance educator establish connections between students’ personal experiences and their classroom content in K-12 spaces. This is being written at a time when the country is witnessing a paradigm shift in its education system leading to an increase in demand for dance educators in the K-12 spaces because of India’s 2020 “The New Education Policy.” The hope is that this article empowers future dance educators to find and document their experiences.","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"22 1","pages":"188 - 193"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43247723","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 : 2022-07-03DOI: 10.1080/15290824.2022.2090570
Alexia Buono, Crystal U. Davis
ABSTRACT In this article we analyze the landscape of dance teacher certification programs in the United States for the potential of anti-racist transformation in the field of dance education. We look at higher educational programming as a main place for revolutionary change in the future of dance education because the socio-political culture within curricula, pedagogies, policies, and practices of dance education in higher education maps to that of P-12 educational settings. This article enlists the aid of the work of Tema Okun and adrienne maree brown to envision the re-culturing of dance teacher certification programs through somatic social justice and Emergent Strategy. The article includes somatic reflective practices for the readers to engage in throughout the article to provide a lived, enacted experience of the long-term, sustainable change we propose for the future of dance education.
{"title":"Creating Liberatory Possibilities Together: Reculturing Dance Teacher Certification Through Emergent Strategy","authors":"Alexia Buono, Crystal U. Davis","doi":"10.1080/15290824.2022.2090570","DOIUrl":"https://doi.org/10.1080/15290824.2022.2090570","url":null,"abstract":"ABSTRACT In this article we analyze the landscape of dance teacher certification programs in the United States for the potential of anti-racist transformation in the field of dance education. We look at higher educational programming as a main place for revolutionary change in the future of dance education because the socio-political culture within curricula, pedagogies, policies, and practices of dance education in higher education maps to that of P-12 educational settings. This article enlists the aid of the work of Tema Okun and adrienne maree brown to envision the re-culturing of dance teacher certification programs through somatic social justice and Emergent Strategy. The article includes somatic reflective practices for the readers to engage in throughout the article to provide a lived, enacted experience of the long-term, sustainable change we propose for the future of dance education.","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"22 1","pages":"144 - 152"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42359738","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 : 2022-07-03DOI: 10.1080/15290824.2022.2098302
K. Corby, Mariah Meyer LeFeber, Mary L. Patterson
ABSTRACT This article introduces Performing Ourselves, an interdisciplinary community dance program that utilizes principles from dance education and dance/movement therapy to serve beginning dancers in grades PK-8 in schools and community centers. After defining the integrative elements of the curriculum, the article outlines how Performing Ourselves used the shift to virtual programming during the COVID-19 pandemic as a means of creating accessible dance opportunities. In addition to the exploration of how one arts organization approached this challenging time, the article offers ideas and further questions for integrative interdisciplinarity in the arts.
{"title":"Interdisciplinary Integration: Linking Differentiated P(arts) to Create Accessible Dance Experiences","authors":"K. Corby, Mariah Meyer LeFeber, Mary L. Patterson","doi":"10.1080/15290824.2022.2098302","DOIUrl":"https://doi.org/10.1080/15290824.2022.2098302","url":null,"abstract":"ABSTRACT This article introduces Performing Ourselves, an interdisciplinary community dance program that utilizes principles from dance education and dance/movement therapy to serve beginning dancers in grades PK-8 in schools and community centers. After defining the integrative elements of the curriculum, the article outlines how Performing Ourselves used the shift to virtual programming during the COVID-19 pandemic as a means of creating accessible dance opportunities. In addition to the exploration of how one arts organization approached this challenging time, the article offers ideas and further questions for integrative interdisciplinarity in the arts.","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"22 1","pages":"181 - 187"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45968586","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 : 2022-07-03DOI: 10.1080/15290824.2022.2092621
K. Amie
ABSTRACT Research at the intersection of race, dance, and education is often discussed descriptively or as a cultural intervention, one tracked by what is physically seen (identity of students) rather than how it operates unseen (such as how race operates on students in the classroom). I contribute empirically to the sociocultural frames of the current race literature within the dance classroom. By framing the experience of teaching under historic, racialized logics of curriculum and the “marked body,” I use critical phenomenology to analyze the ways race plays out in perception, emotion, and the relationship between teacher and student. I suggest that hidden curriculums of dance classrooms that are veiled, marked narratives of the student, must be acknowledged to fully expand the potential of culturally relevant classroom interactions. This study offers suggestions for supporting teachers in anti-racist teaching and has implications for professional development for dance educational spaces.
{"title":"Unveiling the Marked Narratives of the Student: Teaching within Perceptions of Racialized Bodies in the Dance Classroom","authors":"K. Amie","doi":"10.1080/15290824.2022.2092621","DOIUrl":"https://doi.org/10.1080/15290824.2022.2092621","url":null,"abstract":"ABSTRACT Research at the intersection of race, dance, and education is often discussed descriptively or as a cultural intervention, one tracked by what is physically seen (identity of students) rather than how it operates unseen (such as how race operates on students in the classroom). I contribute empirically to the sociocultural frames of the current race literature within the dance classroom. By framing the experience of teaching under historic, racialized logics of curriculum and the “marked body,” I use critical phenomenology to analyze the ways race plays out in perception, emotion, and the relationship between teacher and student. I suggest that hidden curriculums of dance classrooms that are veiled, marked narratives of the student, must be acknowledged to fully expand the potential of culturally relevant classroom interactions. This study offers suggestions for supporting teachers in anti-racist teaching and has implications for professional development for dance educational spaces.","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"22 1","pages":"153 - 160"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43202079","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 : 2022-07-03DOI: 10.1080/15290824.2022.2099549
T. James
ABSTRACT Forms of disability that are not noticeably embodied, known as invisible disabilities (ID), are a source of stress and stigma for individuals with such diagnoses. For dancers with dyslexia or other ID, the decision to disclose to a dance teacher, director, or choreographer can either reduce pressure for the dancer or create an adverse presumption of incapability. This article contains the stories of six dancers (four female and two male), from a Midwestern metropolitan city, representing Black, Latinx, and White racial demographics. The experiences shared by the dancers with ID reflect how they are perceived and treated in and out of the studio. They also reveal the importance of understanding dancers with ID and the numerous challenges they face while working hard to learn and function within this demanding field.
{"title":"“I Haven’t Got the Combination Yet!”: The Embodied and Emotional Experiences of Dancers with Dyslexia and Other Invisible Disabilities","authors":"T. James","doi":"10.1080/15290824.2022.2099549","DOIUrl":"https://doi.org/10.1080/15290824.2022.2099549","url":null,"abstract":"ABSTRACT Forms of disability that are not noticeably embodied, known as invisible disabilities (ID), are a source of stress and stigma for individuals with such diagnoses. For dancers with dyslexia or other ID, the decision to disclose to a dance teacher, director, or choreographer can either reduce pressure for the dancer or create an adverse presumption of incapability. This article contains the stories of six dancers (four female and two male), from a Midwestern metropolitan city, representing Black, Latinx, and White racial demographics. The experiences shared by the dancers with ID reflect how they are perceived and treated in and out of the studio. They also reveal the importance of understanding dancers with ID and the numerous challenges they face while working hard to learn and function within this demanding field.","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"22 1","pages":"161 - 169"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42686341","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 : 2022-07-03DOI: 10.1080/15290824.2022.2088760
Joanne Finkelstein
ABSTRACT America’s current sociocultural moment requires that we reexamine, reevaluate, and reimagine our dance education policy documents, curriculum, and classroom practice. This position paper raises questions about the assumptions underpinning our dance education archival discourse and infusing the language we use to articulate it. A return to scientific approaches to education featuring standardization and accountability, which threatens to further marginalize non-dominant voices, makes this inquiry urgent. I describe my current research as an example of this direction for inquiry. Referencing the standards' history, dance education’s historical influences and counter-narratives, and motor learning theories in cultural context, I propose that explicit and implicit cultural messages in our standards may convey Euro-Western aesthetic, epistemological, and pedagogical frameworks, reflecting widely accepted dance education practices. Further, I question whether our standards and our practice may be inadvertently perpetuating inequitable cultural narratives. The paper concludes with a charge for the dance education community.
{"title":"Three Rs for Dance Education Now: Reexamine! Reevaluate! Reimagine!","authors":"Joanne Finkelstein","doi":"10.1080/15290824.2022.2088760","DOIUrl":"https://doi.org/10.1080/15290824.2022.2088760","url":null,"abstract":"ABSTRACT America’s current sociocultural moment requires that we reexamine, reevaluate, and reimagine our dance education policy documents, curriculum, and classroom practice. This position paper raises questions about the assumptions underpinning our dance education archival discourse and infusing the language we use to articulate it. A return to scientific approaches to education featuring standardization and accountability, which threatens to further marginalize non-dominant voices, makes this inquiry urgent. I describe my current research as an example of this direction for inquiry. Referencing the standards' history, dance education’s historical influences and counter-narratives, and motor learning theories in cultural context, I propose that explicit and implicit cultural messages in our standards may convey Euro-Western aesthetic, epistemological, and pedagogical frameworks, reflecting widely accepted dance education practices. Further, I question whether our standards and our practice may be inadvertently perpetuating inequitable cultural narratives. The paper concludes with a charge for the dance education community.","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"22 1","pages":"170 - 174"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43581145","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 : 2022-07-03DOI: 10.1080/15290824.2022.2100399
K. Brown
ABSTRACT Dance as an art form continues to be undervalued; however, more exposure to dance at a young age can spur the next generation’s enthusiasm for it. As an Associate Professor of Dance, my creative practice as research involves the application of creative engagement methods for young doers and viewers, while simultaneously enhancing their comprehension of other subjects. I do this through my multifaceted outreach program, Creation in Motion, which involves workshops for teachers, elementary school visits, summer camps, and interactive performances with the ensemble, Creation in Motion Touring Ensemble for Young Audiences or CIM TEYA. From inspiration to implementation and expansion, this article follows the growth of this work to inspire dance educators to develop their own creative engagement methods for young doers and viewers.
{"title":"Dance & Cultivation: Spurring the Next Generation’s Enthusiasm for the Art of Dance","authors":"K. Brown","doi":"10.1080/15290824.2022.2100399","DOIUrl":"https://doi.org/10.1080/15290824.2022.2100399","url":null,"abstract":"ABSTRACT Dance as an art form continues to be undervalued; however, more exposure to dance at a young age can spur the next generation’s enthusiasm for it. As an Associate Professor of Dance, my creative practice as research involves the application of creative engagement methods for young doers and viewers, while simultaneously enhancing their comprehension of other subjects. I do this through my multifaceted outreach program, Creation in Motion, which involves workshops for teachers, elementary school visits, summer camps, and interactive performances with the ensemble, Creation in Motion Touring Ensemble for Young Audiences or CIM TEYA. From inspiration to implementation and expansion, this article follows the growth of this work to inspire dance educators to develop their own creative engagement methods for young doers and viewers.","PeriodicalId":37209,"journal":{"name":"Journal of Dance Education","volume":"22 1","pages":"194 - 198"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44281583","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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