Slightly off-balance: learning how to teach anatomical awareness in a dance classroom

Spagnuolo, Lauren M.; Colket, Laura

doi:10.1080/14647893.2016.1139079

Cited by 3 publications

(8 citation statements)

References 21 publications

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“…Una tercera brecha, da cuenta de la necesidad que se tiene por fortalecer los aspectos pedagógicos de la enseñanza de la danza (Shue & Beck, 2001;Lum & Gonda, 2014;Spagnuolo & Colket, 2016), claramente haciendo hincapié en que es necesario el conocimiento disciplinar (espacial y corporal) en la formación de los profesores de danza. El elemento más mencionado desde la pedagogía fue la afectividad como forma de enseñar los conocimientos, dejando de lado prácticas asociadas a refuerzos negativos.…”

Section: Discussionunclassified

Producción de conocimientos espacio-corporales en la enseñanza de la danza

Cisternas

2020

Estud. pedagóg.

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Section: Discussionunclassified

Producción de conocimientos espacio-corporales en la enseñanza de la danza

Cisternas

2020

Estud. pedagóg.

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“…The author identifies somatic education as an important part of the dance curriculum; it is a way to not only teach students about anatomy and dance, but also as a way for them to become more independent, creative, and empowered movers. Spagnuolo and Colket (2016) conducted a study designed to investigate the effects of incorporating somatic concepts of rest and imagery into a ballet class to increase students' anatomical awareness. The paper is a result of Spagnuolo's work with four advanced ballet students, wherein, after noticing a lack of connection between her students' anatomical coursework and their dance technique, she aimed to answer the question "how can I get my students to dance with anatomical awareness?"…”

Section: The Case For Somatic Practicementioning

confidence: 99%

“…Both classes were videotaped. Spagnuolo (2016) also incorporated imagery into the beginner class, and asked students to take turns coming up with their own images for movements. Spagnuolo (2016) collected qualitative data from three written surveys (completed by students at the start of the project, and then after each intervention class), semi-structured interviews conducted at the end of the project, and student journals.…”

Section: The Case For Somatic Practicementioning

confidence: 99%

“…In a discussion of the results, Spagnuolo (2016) notes that the inclusion of a lower-level ballet class made a noticeable difference in her students' technique. By simplifying and slowing down exercises, the advanced ballet students were able to pay close attention to the movements and sensations in their body, which in turn resulted in more technically-sound, fluid dancing.…”

Section: The Case For Somatic Practicementioning

confidence: 99%

“…In post-class surveys, the students also asserted the class was hugely beneficial in their ability to dance with anatomical awareness. In addition, Spagnuolo (2016) found the use of imagery was impactful, but only during slow, intentional dancing. Spagnuolo (2016) concluded that by varying the tempo of a ballet class, incorporating forms of rest, and including imagery, she was able to increase the students' abilities to dance with anatomical awareness.…”

Section: The Case For Somatic Practicementioning

confidence: 99%

See 2 more Smart Citations

A Qualitative Investigation of What “Body Awareness” Means to Dancers at A Public Midwestern University

Baird

2022

Journal of Dance Education

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The following study is a phenomenological qualitative analysis of collegiate dancers' experiences with and perceptions of body awareness and somatic movement. Semi-structured interviews explored what kinds of experiences dancers have had in the realm of body awareness, what their perceptions of these experiences are, and what kinds of effects they believe body awareness can have on their health or dance practice. Results of this study could be used to improve dance education at the college level, advance the level of inquiry into the benefits of somatic practices, and ultimately contribute to the improved health of dancers as a population. Results show that participants defined body awareness as a complex process of mirroring, noticing, knowing, and controlling the body. Experiences with yoga and injury taught participants to learn more about their body's structure and limits, and enjoyment of dance was described as the primary driver in dance participation. Formal experience with somatic movement techniques was limited, but looked upon favorably by all participants; all expressed a desire to practice more somatic movement. In summary, modern and contemporary dancers at the college level have complex ideas of what "body awareness" means and would benefit from earlier and increased education in specific somatic techniques.

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Research on the Contemporary Value and Realization Path of Integrating Red Resources into College Dance Teaching in the Internet Era

2024

Applied Mathematics and Nonlinear Sciences

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In higher education, there is a strong emphasis on integrating ideological resources into the educational process. For majors in dance art, incorporating elements of Latin culture into the curriculum is a significant pedagogical challenge. This study utilizes the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach to explore the contemporary relevance of red dance education and its determinants. Using PLS-SEM, we analyzed how red dance education in higher education impacts political identity, cultural self-confidence, and expressive capabilities related to red art among teachers and students. A questionnaire survey was conducted to assess the efficacy of a newly developed teaching resource library for red dance in fostering a deeper integration of red cultural elements into dance education. The findings indicate that red dance teaching positively affects contemporary values related to political identity, cultural self-assurance, and artistic expression, with β coefficients exceeding 0.23 and significance levels at 0.05. The use of the red dance teaching resource library Received positive feedback from 80% of students, with either “relatively approving” or “highly approving” responses. This research provides theoretical support and innovative pathways for the profound integration of red cultural elements into collegiate dance education, thereby enhancing the educational value of red culture within this field.

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Slightly off-balance: learning how to teach anatomical awareness in a dance classroom

Cited by 3 publications

References 21 publications

Producción de conocimientos espacio-corporales en la enseñanza de la danza

Producción de conocimientos espacio-corporales en la enseñanza de la danza

A Qualitative Investigation of What “Body Awareness” Means to Dancers at A Public Midwestern University

Research on the Contemporary Value and Realization Path of Integrating Red Resources into College Dance Teaching in the Internet Era

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