I. Research in Dance: Educational and Scientific Perspectives

Minton, Sandra Cerny

doi:10.2307/1478284

Cited by 11 publications

(6 citation statements)

References 18 publications

(7 reference statements)

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“…During the 'In the Dancer's Mind' research project on creativity, and with our shared interest in somatics and dance pedagogy (despite our different practices and the fact that the project was not concerned with somatics), similar questions and insights arose for us all around the intersection of dance pedagogy, somatics, and creativity. Thus, we sought to undertake a small-scale, qualitative research study to investigate what might be the shared pedagogical perspectives on developing creativity within a somatics-informed dance education, as well as whether these overlap with existing cognitive psychological perspectives, thus contributing to calls for continued research on how dance intersects with various fields, including somatics (Minton 2000). This research is situated within a post-positivist, interpretive framework, one 1 Project 'In the dancer's mind: creativity, novelty and the imagination' (2014)(2015)(2016)(2017) which is in agreement with arguments made by Sylvie Fortin (2005, 6) that knowledge about dance is derived from researchers' interpretation of empirical data in combination with their own self-reflection about their knowledge of the form and their own political ideology.…”

Section: Introduction and Methodsmentioning

confidence: 99%

Pedagogical Perspectives on Developing Creativity in Dance Students

Weber

Reed

2020

Journal of Dance Education

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This article presents a study on three somatic movement dance educators' perspectives on developing creativity in dance students. A post-positivist, inductive qualitative study was undertaken to gather practitioners Katye Coe, Sara Reed, and Rebecca Weber's phenomenological reflections on teaching somatically-informed dance and how somatic practices may contribute to enhancing students' creativity in dance. Data was collected through open-ended interviews, which then underwent thematic analysis to identify shared pedagogical perspectives on developing creativity in dance students. Key themes which emerged included metaphorical thinking, a breadth and multi-directionality of thought, a sensitised relationship to embodiment, and applied practice or 'usefulness.' These findings are theoretically contextualised through establishing their relation to existing cognitive psychological literature from the field of creativity research. The themes' reliability is also enhanced through similar connections to existing somatics research from dance studies.

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Section: Introduction and Methodsmentioning

confidence: 99%

Pedagogical Perspectives on Developing Creativity in Dance Students

Weber

Reed

2020

Journal of Dance Education

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“…Researchers worldwide have investigated and hence recognized the potential of music and movements themed activities in enhancing student's creativity, social skills, well-being, and health (Garaigordobil & Berrueco, 2011;Lobo & Winsler, 2006;Quin et al, 2007). The integration of music and movement activities into teaching and learning helped facilitate various aspects of learning that contributed to the holistic development of children.…”

Section: Research Backgroundmentioning

confidence: 99%

Teaching Young Children Early Mathematics through Music and Movement

Bakar

Samsudin

2021

IJLTER

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The purpose of this study was to explore the integration of music and movement elements into young children’s mathematics classrooms. Using a qualitative approach, this research was a case study. Three teachers were purposely selected as participants for this study. The teachers were interviewed to gain information about the songs and movements they chose to employ into their instruction. Additionally, their lessons were observed to attain the ways they incorporated music and movement. These sessions were video recorded to gain a rich picture of the songs and movements incorporated as well as the benefits of such practice in the teaching and learning of mathematics. The findings from the interviews (with teachers), classroom observations, and photographs exhibited that the teachers used familiar, easy and simple songs to be incorporated in their instruction. It was also evident that embedding music and movement activities into young children's mathematics lessons had a positive impact on the students' learning of early mathematics. The students focused on what the teachers were doing and repeating after them. This enhanced their mathematics learning. The implication of this study is that mathematics instruction should be employed in a fun yet meaningful way by incorporating music and movement activities as teaching and learning activities. More importantly, is that children learn mathematics with understanding.

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“…Repeated new experiences also inhibit the old pattern, clarify and reinforce the new pattern, and create an integrated change. (Batson 1990: 30) The importance of continued research on how dance intersects with various fields, including somatics (Minton 2000), is evident. With regards to the relation between dance and somatics, it is particularly important to relate to the greater dance community how to disseminate various somatic practices within the context of the dance technique class if dance as a field is to advance and welcome somatics as an integral aspect of dance education.…”

Section: Previous Researchmentioning

confidence: 99%

Integrating semi-structured somatic practices and contemporary dance technique training

Weber¹

2009

Journal of Dance &Amp; Somatic Practices

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Previous research has examined the effects of more structured somatic practices, sometimes referred to as codified or structural integrity techniques, on contemporary dance education, yet few researchers have addressed the effects of open- or semi-structured somatic frameworks. This article is presented in two parts: the first part examines previous research as a ground from which to develop a method to deliver and study the effects of less codified somatic frameworks within a contemporary dance technique; the second part presents a short piece of practical research which developed from this basis. The research, conducted within a first-year college dance programme, consisted of a series of somatically informed contemporary dance technique classes. Results of the study included students' displaying enhanced bodily connection, creativity, confidence and critical understanding of tenets underlying somatic work, as well as some implications for dance technique. It also addresses some of the issues arising from introducing semi-structured frameworks within a contemporary technique class.

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I. Research in Dance: Educational and Scientific Perspectives

Abstract: Panel assembled and moderated by Lynn Matluck Brooks. Dialogue essays edited by Lynn Matluck Brooks.

Cited by 11 publications

References 18 publications

Pedagogical Perspectives on Developing Creativity in Dance Students

Pedagogical Perspectives on Developing Creativity in Dance Students

Teaching Young Children Early Mathematics through Music and Movement

Integrating semi-structured somatic practices and contemporary dance technique training

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