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Toward embodied education, 1850s--20...

Temple University.

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Toward embodied education, 1850s--2007: Historical, cultural, theoretical and methodological perspectives impacting somatic education in United States higher education dance.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Toward embodied education, 1850s--2007: Historical, cultural, theoretical and methodological perspectives impacting somatic education in United States higher education dance./
作者:	Dragon, Donna A.
面頁冊數:	286 p.
附註:	Adviser: Luke C. Kahlich.
Contained By:	Dissertation Abstracts International69-08A.
標題:	Dance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3326321
ISBN:	9780549772118

Toward embodied education, 1850s--2007: Historical, cultural, theoretical and methodological perspectives impacting somatic education in United States higher education dance.
Dragon, Donna A.

Toward embodied education, 1850s--2007: Historical, cultural, theoretical and methodological perspectives impacting somatic education in United States higher education dance. - 286 p.

Adviser: Luke C. Kahlich.

Thesis (Ph.D.)--Temple University, 2008.

The purpose of this research is to examine origins and developments of utilization of body, mind, spirit and emotions in creative process influencing United States higher education dance, historically, 1850s to 2007; to examine what currently constitutes somatic education in higher education dance curriculum, research and practice; to provide a definition of somatic education in higher education dance aligned with feminist pedagogy; to provide a definition of embodied research methodology; and to introduce an embodied education paradigm.

ISBN: 9780549772118Subjects--Topical Terms:

610547
Dance.

Toward embodied education, 1850s--2007: Historical, cultural, theoretical and methodological perspectives impacting somatic education in United States higher education dance.
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245 1 0 $a Toward embodied education, 1850s--2007: Historical, cultural, theoretical and methodological perspectives impacting somatic education in United States higher education dance.
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500 $a Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2915.
502 $a Thesis (Ph.D.)--Temple University, 2008.
520 $a The purpose of this research is to examine origins and developments of utilization of body, mind, spirit and emotions in creative process influencing United States higher education dance, historically, 1850s to 2007; to examine what currently constitutes somatic education in higher education dance curriculum, research and practice; to provide a definition of somatic education in higher education dance aligned with feminist pedagogy; to provide a definition of embodied research methodology; and to introduce an embodied education paradigm.
520 $a Motivated by confusion about what constitutes somatic education, a call from dance scholars to clarify principles and techniques, and my professional interests in dance pedagogy, somatics and education, I create dance pedagogy and somatic education histories. I utilize aspects of historical, hermeneutic and feminist research strategies and embodied research methodology examining primary sources including newspaper and periodical articles, books, interviews, and higher education dance catalogues contemporaneous within the period of inquiry. Additionally, I examine secondary sources written about sociocultural currents and historical figures.
520 $a Examination reveals that sociocultural and political trends, and philosophies and methodologies established by dance educators, artists, researchers and therapists, movement systems and body therapy innovators, and education, somatic and psychology theorists provide foundations for somatic education in higher education dance as well as for its future viability. Additionally, embodied practices have been utilized in higher education dance toward a myriad of applications for almost a century with continued utilization today.
520 $a Since embodied practices tend to be common among dance artists, educators and therapists, they can be viewed as foundational processes supporting diversity in the dance field. Furthermore, with embodied practices as foundational, higher education dance's disciplinary boundaries can be bridged. Recognizing a common dance foundation may assist dancers in identifying what is valuable in dance, and what is transferable to other academic and professional disciplines and to life. Since higher education upholds a multitude of paradigms based in "intellectual" knowing, embodied education offers academe embodied ways of knowing, learning, and researching. This knowledge may deepen awareness of and potential for alliances within and outside of the dance discipline necessary for sociocultural acceptance of dance as a vital human experience.
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