“If you can breathe, you can dance”: Fine lines contemporary dance for mature bodies in Melbourne, Australia

Southcott, Jane; Joseph, Dawn

doi:10.1080/08952841.2019.1591890

Cited by 8 publications

(29 citation statements)

References 43 publications

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“…Regarding research question (3), the top three benefits that were mentioned most by the students were "strengthening the ability of team collaboration and communication," "promoting brainstorming and creativity," and "including some of the factors that enhance intrinsic learning motivation" such as challenge and a sense of achievement. These findings are consistent with those of several previous studies, such as Frichtel (2017) and Southcott and Joseph (2019).…”

Section: Learning Advantages Brought By the Group Dance Routine Choresupporting

confidence: 94%

“…In dance courses, students not only need to practice dance skills, but also need to learn to create the sequence of steps and movements in dance (Sööt, & Leijen, 2012; Springborg, 2017; Yams, 2018). Southcott and Joseph (2019) pointed out that choreography is a process to add new ideas to dance sequences to increase the effects of the performing based on dancers’ experience and innovative thinking. However, most previous technology‐enhanced learning studies for dance education focused on students’ dance skills.…”

Section: Background and Motivationmentioning

confidence: 99%

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Enhancing students’ choreography and reflection in university dance courses: A mobile technology‐assisted peer assessment approach

Hsia¹,

Hwang²

2020

Brit J Educational Tech

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Choreography is an important and challenging educational objective in dance courses. However, most previous technology‐enhanced learning studies for dance education mainly focused on students’ dance skills, while the issue concerning the approaches to promoting students’ choreographic performance has generally been ignored. To address this issue, the present study developed a mobile technology‐assisted peer assessment approach based on social constructivism for use in a university general education dance routine choreography class. A total of 266 university students were divided into an experimental group and a control group. The experiment lasted for 15 weeks and involved two rounds of peer assessment. The results showed that mobile peer assessment could significantly enhance the innovative competence of dance routines and dance skills. In addition, according to the students’ feedback, the dance routine choreography class was conducive to improving social skills, innovative competence, and intrinsic motivation, while mobile peer assessment could assist students in understanding accurate evaluation criteria, reflecting on their own in a more objective way, and broadening the aspects of appreciating the work.

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Section: Learning Advantages Brought By the Group Dance Routine Choresupporting

confidence: 94%

Section: Background and Motivationmentioning

confidence: 99%

Enhancing students’ choreography and reflection in university dance courses: A mobile technology‐assisted peer assessment approach

Hsia¹,

Hwang²

2020

Brit J Educational Tech

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“…The analysis of the data requires a reduction method that consists of identifying emerging patterns to elicit key themes, which provides a means to explore data within and across cases (Crawford, 2019b). In accord with the tenets of IPA, a phenomenological perspective is used in this context to develop a holistic understanding to describe an experience as it is lived by the research participants (Crawford, 2019b; Smith & Osborn, 2008; Southcott & Joseph, 2019). While the results for this study cannot be generalised due to the small sample size of educators ( n = 11), the strength of this research is built on the depth and breadth of data explored and collected within and validated across cases, contributing to the knowledge, understanding and practices associated with increased societal and cultural diversity.…”

Section: Methodsmentioning

confidence: 99%

Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion

Crawford

2020

International Journal of Music Education

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Australia has always been known as one of the most multicultural countries in the world, but as globalisation becomes the norm and we begin to welcome people from countries with vastly different backgrounds, experiences, ideologies, values and belief systems, how can we harness the power of education to develop intercultural competence and enhance social inclusion? A reconsideration of what we teach and how is required in order to account for the social, cultural and economic differences and similarities embodied within the changing society and contemporary student cohort. More specifically, what role can music education play in fostering transculturational practices that provide opportunities for personal, social and academic achievement? This multiple case study is situated across three schools in Victoria, arguably one of the most culturally and religiously diverse and densely populated states in Australia. This research explores the perceptions, experiences and practices of teachers directly or indirectly involved with the music education programme in three schools that have a high percentage of young people with a refugee background. Key findings from this research indicated that intercultural competence and socially inclusive behaviours were seamlessly embedded in the music learning activities that were student-centred, active, practical, experiential and authentic.

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“…Janice and Linda expand upon this to describe the ways that recreational ballet classes have influenced their confidence and self-awareness: The women's descriptions above allude to connections and benefits that extend beyond biomedical markers for success in aging. These broader understandings of health and wellbeing are not new and have been discussed in literature on aging and dance (e.g., Andersson and Almqvist, 2020;Southcott and Joseph, 2020). Drawing upon Latour's (2004) recommendations for allowing increasingly complex articulations to reveal wider worlds, we add a discussion of the inanimate materiality that was also influencing women's experiences of recreational ballet.…”

Section: Articulations Of Aging In Balletmentioning

confidence: 99%

“…The demographics of the world are changing with research revealing that not only is our global population increasing, it is also aging (Krekula et al, 2017 ). Due to increased physical and financial health, individuals aged 55+ are not only more physically mobile and capable, they are also enjoying more involvement and influence within their communities (Southcott and Joseph, 2020 ). Studies on aging and physical activity, particularly those engaging qualitative inquiry, reveal how varied approaches to research can illuminate nuanced meanings that this growing population of mature adults are ascribing to their movement experiences (Markula et al, 2001 ; Stevens-Ratchford, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Women's Articulations of Aging: “Learning to Be Affected” Through Experiences in Recreational Ballet

Jeffrey

Markula

Story

2022

Front. Sports Act. Living

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In this article, we draw upon the experiences of mature recreational dancers who participated in classes facilitated by a professional ballet company and catered to older adults. Moving with 11 women through a 10-week ballet course, and immersing ourselves in the empirical material, we recognized opportunities for broadening our analysis of aging dancing bodies. Inspired by a Latourian understanding of bodies and a recent new materialist turn in humanities and social sciences, we became curious about the ways that the women were being affected by their experiences in ballet. The ballet studio, the barre, muscles, sweat, and music were all discussed as influential aspects contributing to their understandings of aging and dancing. Moving beyond biomedical prescriptions and extending socio-cultural constructions, we reveal opportunities for Latourian theory to dance with us toward re-imagining what is possible for aging recreational ballet dancers. Here, we allow the women's articulations of aging in ballet to exist as unique expressions unbound by limitations. Moving with women as they learn to become more affected through dance, we are given the opportunity to think about bodies, ballet and aging differently.

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“If you can breathe, you can dance”: Fine lines contemporary dance for mature bodies in Melbourne, Australia

Cited by 8 publications

References 43 publications

Enhancing students’ choreography and reflection in university dance courses: A mobile technology‐assisted peer assessment approach

Enhancing students’ choreography and reflection in university dance courses: A mobile technology‐assisted peer assessment approach

Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion

Women's Articulations of Aging: “Learning to Be Affected” Through Experiences in Recreational Ballet

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