Experience Every Moment: Aesthetically significant dance education

Exploring the role of feel in the creative experiences of modern dancers: a realist tale

“…Contrary to Radford's (2004) belief, the findings also demonstrate that one's ability to feel can be cultivated and developed over time, which suggests that the resonance approach should be further explored as a means to assist dance educators to incorporate a pedagogy of creativity in dance that values reflexivity and how dancers feel. This could be one way to respond to Bannon and Sanderson's (2000) call to 'research and validate new ways of contemplating teaching and learning in and from dance ' (2000, 22), and counter the common curriculum-based approach in dance education that fails to embrace the holistic and emotional development of artists.…”

“…Findings of this exploratory study also suggest that dance educators and choreographers alike would do well to pay attention to, and to nurture an awareness of, feel as part of their creative practice and pedagogies. Bannon and Sanderson (2000) explain how two polar opposite views of creativity exist in dance; one view suggests 'skilling' which can be shown and in a sense apprenticed while the other view suggests leaving all creative processes to our innate sensitivity and feelings. Finding a better balance between these two divergent views of creativity through a holistic, feel-based perspective may be the ticket to consciously facilitating the experience of creativity.…”

Conceptualising arts-based learning in the early years

“…We know little about the place of dance in early years curricula, (Bannon and Sanderson 2000) and the use of poetry, dance and graphic arts in the early years appear to be 'means to ends'. Such art forms are sometimes used as vehicles through which other things are taught and other educational difficulties solved, rather than experiences of learning in their own right (Brown, Benedette, and Armistead 2010).…”

Šokio gebėjimų raiškos ypatumai ankstyvos paauglystės metais

“…Ðokis, kaip meno ðaka, atveria savità ir turtingà prasmiø bei vertybiø pasaulá, plëtoja vaikø estetinae ir meninae patirtá. Kaip teigia daugelis mokslininkø (Bannon, Sanderson, 2000;Lavender, Predock-Linnell, 2001;Smith-Autard, 2003 ir kt. ), ðokis yra vienas ið þmogaus paþinimo, komunikavimo ir ekspresijos bûdø.…”