Somatic Knowledge: The Body as Content and Methodology in Dance Education

Green, Jill

doi:10.1080/15290824.2002.10387219

Cited by 73 publications

(29 citation statements)

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“…It has been recognized since the 1970s as a powerful pedagogical tool (Stokoe 1978), which encompasses the concepts of (1) free-style dance, as an individual search; (2) dance to move, to communicate, and to create or improvise (Kalmar 2006). In addition, body language is encompassed within the concept of "bodily knowledge", also known as "somatic knowledge", which is a wide pedagogical research field comprising the ways humans understand themselves and their environment through the body, and make meaning of the world through their bodily experiences (Green 2002).…”

Section: Methodsmentioning

confidence: 99%

Bridging Māori indigenous knowledge and western geosciences to reduce social vulnerability in active volcanic regions

Pardo

Wilson²,

Procter

et al. 2015

J Appl. Volcanol.

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A new pedagogical methodology is proposed to reduce the social vulnerability of indigenous communities occupying areas subject to volcanic activity, as a potential interactive approach between those communities, scientists, and scientific institutions. The multidisciplinary methodology aims to increase scientist's understanding of the relationship between native inhabitants and active volcanoes in indigenous territories, and to improve the effective dissemination of information. Also, the proposed methodology offers to the local community the scientific knowledge in an understandable and useful way, in order to maximize people's awareness of their exposure to volcanic activity. The procedure starts with the recognition of the local ancestral comprehension of the volcano and the cultural, ecological, and economical bonds between humans and volcanic processes. Subsequently, the transmission of the indigenous knowledge to the scientific community and the appropriation of geological knowledge by the children and teachers in a specific Māori primary school in New Zealand, allowed: (1) the establishment of a common language, (2) enhanced communication and collaboration between the participants involved in understanding and living with an active volcano, and (3) increased awareness about the relationship between humans and active volcanoes. A permanent application (and site-specific adjustment) of this method, and the use of the resulting teaching tools, could reduce social vulnerability and empower indigenous communities in the development of volcanic risk mitigation strategies by revitalizing and sharing knowledge, rather than imposing one epistemological system onto the other.

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Section: Methodsmentioning

confidence: 99%

Bridging Māori indigenous knowledge and western geosciences to reduce social vulnerability in active volcanic regions

Pardo

Wilson²,

Procter

et al. 2015

J Appl. Volcanol.

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show abstract

“…Classical ballet is a pursuit requiring continuous dedication, discipline, certain behaviour practices and sacrifices forming not only the dancer's body but also his/ her life (Green 2002(Green , 2002(Green -2003. Classical ballet is an art, or according to Foucault, a 'technology of the self', requiring asceticism through which the truth about the subject's body is made clear (1997).…”

Section: Literature Reviewmentioning

confidence: 99%

“…From an educational perspective, this understanding is important because it offers the possibility to tailor teaching in order to meet the psychosocial and physical needs of classical ballet dancers more effectively (Fraleigh 1987). In this way, classical ballet is perceived not only as an instrument for artistic means, but also as a psychosocial experiential process in a broader sense whereby body and mind coexist and they eventually produce the final behavioural outcome (Green 2002).…”

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confidence: 99%

The body as a tool: professional classical ballet dancers’ embodiment

Alexias

Dimitropoulou

2011

Research in Dance Education

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This article is a qualitative study, which adopts the approach of social construction in order to comprehend the role played by the body in the formation of social behaviour. Using the concept of embodiment, professional ballet dancers have been chosen in order to investigate the particular attitude they form towards their bodies. The use of their bodies as tools on which they invest (capital) and which are expected to 'indemnify' them in the future, show the difference between this attitude and the one prevailing in the western commercial societies (the body as an object of short-lived delight and pleasure). The phenomenology of the healthy, athletic, thin and injured body offers the possibility of understanding the social dimension of the body, as generated in the sociology of the body. Professional ballet dancers form an almost ascetic, abstinent attitude towards their bodies in order to have it work at the limits of its biological basis (overcoming even pain and serious injuries) and offer them profits (in a wider sense including financial remuneration as well as prestige and professional development and distinction). The presentation of the way in which professional ballet dancers use their bodies is an example which may increase the understanding of the function of embodiment in the generation of social behaviour.

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“…Somatic knowledge combines sensory information to determine perspective based on a first-person point of view instead of the third-person. Looking at a situation from the inside out can give additional insight into feelings and environment in order to process intention (Hanna, 1998;Green, 2002). The somatic process intimates that leaders must learn to trust their ability to intentionalize a situation based on how they interpret the interaction of themselves with the surrounding environment (Sellers & Young, 1998).…”

Section: Introductionmentioning

confidence: 99%

The Relevance of Four Types of Knowledge for Leader Preparation in Radically Different Settings: Reflections on Data from a Case Study in Qatar and Teaching at a United States Military Academy

Bakken

Dobbs

2016

CJIL

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Abstract. Based on our experiences at a military service academy and the study of leadership informing administrators in overseas branch campuses, we propose a link between conceptual leadership development in these learning environments and the relevance of the four types of knowledge -declarative, procedural, contextual, and somatic for educational administrators and leadership educators. Demonstrating an appropriate and experiential frame of reference through application of the knowledge types can help inform students and educational leaders about contextual applications of leadership and affect leadership development in diverse educational settings. Our paper also discusses application challenges and impact on future learning environments. Through examination of the chosen environments we maintain that effective leader development requires a balance between institution-centered experiential exercises and learner-centered pedagogy based on the contextual learning environments explored.

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Somatic Knowledge: The Body as Content and Methodology in Dance Education

Cited by 73 publications

References 1 publication

Bridging Māori indigenous knowledge and western geosciences to reduce social vulnerability in active volcanic regions

Bridging Māori indigenous knowledge and western geosciences to reduce social vulnerability in active volcanic regions

The body as a tool: professional classical ballet dancers’ embodiment

The Relevance of Four Types of Knowledge for Leader Preparation in Radically Different Settings: Reflections on Data from a Case Study in Qatar and Teaching at a United States Military Academy

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