東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The feminization of physical culture...

Ross, Janice Lynn.

Linked to FindBook

Google Book

Amazon

博客來

The feminization of physical culture: The introduction of dance into the American university curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The feminization of physical culture: The introduction of dance into the American university curriculum./
Author:	Ross, Janice Lynn.
Description:	317 p.
Notes:	Source: Dissertation Abstracts International, Volume: 59-06, Section: A, page: 1943.
Contained By:	Dissertation Abstracts International59-06A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9837145
ISBN:	0591907631

The feminization of physical culture: The introduction of dance into the American university curriculum.
Ross, Janice Lynn.

The feminization of physical culture: The introduction of dance into the American university curriculum. - 317 p.

Source: Dissertation Abstracts International, Volume: 59-06, Section: A, page: 1943.

Thesis (Ph.D.)--Stanford University, 1998.

My study took as its point of departure the introduction of dance classes into the American university curriculum. The classes I studied were exclusively for women and were initiated in 1917 at the University of Wisconsin at Madison. I wanted to understand how this art form, only twenty years earlier reviled as an unhealthy and degenerate practice, entered the academy as a respectable subject for women, although not for men. My research methodologies were drawn from cultural history and feminist inquiries into turn-of-the-century female health and exercise practices. I also used studies in material culture as models to help me analyze the Victorian woman through artifacts from the first dance classes.

ISBN: 0591907631Subjects--Topical Terms:

543175
Education, Higher.

The feminization of physical culture: The introduction of dance into the American university curriculum.
LDR:03140nmm 2200313 4500 001 1842967
005 20051003065318.5
008 130614s1998 eng d
020 $a 0591907631
035 $a (UnM)AAI9837145
035 $a AAI9837145
040 $a UnM $c UnM
100 1 $a Ross, Janice Lynn. $3 1931210
245 1 4 $a The feminization of physical culture: The introduction of dance into the American university curriculum.
300 $a 317 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-06, Section: A, page: 1943.
500 $a Adviser: Elliot Eisner.
502 $a Thesis (Ph.D.)--Stanford University, 1998.
520 $a My study took as its point of departure the introduction of dance classes into the American university curriculum. The classes I studied were exclusively for women and were initiated in 1917 at the University of Wisconsin at Madison. I wanted to understand how this art form, only twenty years earlier reviled as an unhealthy and degenerate practice, entered the academy as a respectable subject for women, although not for men. My research methodologies were drawn from cultural history and feminist inquiries into turn-of-the-century female health and exercise practices. I also used studies in material culture as models to help me analyze the Victorian woman through artifacts from the first dance classes.
520 $a I traced how this institutionalizing of a performing art served to both legitimize and constrain dance and practices involving women's bodies in education. The data sources and evidence I used included studying photographs, lesson plans, reminiscences of students and faculty, as well as conducting numerous interviews with alumni and perusing archival documents from department and university files.
520 $a In conclusion, my research delineated the complex relationships between social reform, education, and the status of dance in American society in the last third of the Nineteenth Century. This first acknowledgment of women's physical bodies in American higher education carried with it a number of implicit beliefs about making the dancing body more about personal expression than physical display. It also initiated a new consideration of the female body in education as an entity where intellectual and spiritual growth were supported rather than undermined by the proper physical training. My conclusions illuminate the frequent mis-perception of the performing arts, and particularly dance, as merely narrow recreational or entertainment activities and show how these initial conceptions of dance had to be addressed and refuted when dance first entered the university. I found patterns, a rationale, and significant links between the complex and multifaceted world of early Twentieth Century culture and the equally complicated culture of American higher education.
590 $a School code: 0212.
650 4 $a Education, Higher. $3 543175
650 4 $a Dance. $3 610547
650 4 $a Women's Studies. $3 1017481
690 $a 0745
690 $a 0378
690 $a 0453
710 2 0 $a Stanford University. $3 754827
773 0 $t Dissertation Abstracts International $g 59-06A.
790 1 0 $a Eisner, Elliot, $e advisor
790 $a 0212
791 $a Ph.D.
792 $a 1998
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9837145