Teaching and Technique in Dance Medicine and Science: A Descriptive Study with Implications for Dance Educators

Nemecek, Sarah M.; Chatfield, Steven J.

doi:10.1080/15290824.2007.10387348

Cited by 10 publications

(9 citation statements)

References 28 publications

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“…Behavioral research has evaluated interventions to improve performance in a variety of sports (e.g., McKenzie & Rushall, 1974;Smith & Ward, 2006;Ward & Carnes, 2002). Although there are a number of studies that attempted to improve dance performance, according to Nemecek and Chatfield (2007), experimentally sound research in dance is rare. Many dancers are highly skilled in their areas of dance performance, but they are seldom trained to be effective dance teachers before having their own classes (Anderson, Risner, & Butterworth, 2013).…”

mentioning

confidence: 99%

Using tagteach to improve the proficiency of dance movements

Quinn

Miltenberger

Fogel

2015

J of App Behav Analysis

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Behavioral research to enhance sports performance has been conducted in numerous sports domains and often involves feedback from the coach to the student. One promising form of feedback is the use of an acoustical stimulus such as a clicker to provide more immediate feedback. Similar to clicker training with animals, acoustical stimuli are used with humans to reinforce desired behavior in a procedure called TAGteach, which involves using a clicker as a conditioned reinforcer in training. The purpose of this study was to evaluate the effectiveness of TAGteach, implemented by dance teachers, to increase the fluency of 3 dance movements in a multiple baseline design across behaviors with 4 students of dance. Target behaviors included a turn, kick, and leap. The targeted dance movements remained at relatively low levels of performance during baseline and improved for each participant after the introduction of the TAGteach intervention. Implications for future research are discussed.

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mentioning

confidence: 99%

Using tagteach to improve the proficiency of dance movements

Quinn

Miltenberger

Fogel

2015

J of App Behav Analysis

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“…This research extends on prior work that focused on exploring the design of visual and verbal feedback for Kinect-based experiences as well as remote learning through a controlled study [66] [67]. There is now an emphasis toward researching the "experience of learning and performing, and how things are happening in dance classrooms" and the role of new technology in changing dancers' practices [50].…”

Section: Related Work Feedback and Learning In Balletmentioning

confidence: 70%

Designing for Ballet Classes

Trajkova

Cafaro

Dombrowski

2019

Proceedings of the 2019 on Designing Interactive Systems Conference

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Dancer-teacher communication in a ballet class can be challenging: ballet is one of the most complex forms of movements, and learning happens through multi-faceted interactions with studio tools (mirror, barre, and floor) and the teacher. We conducted an interview-based qualitative study with seven ballet teachers and six dancers followed by an open-coded analysis to explore the communication challenges that arise while teaching and learning in the ballet studio. We identified key communication issues, including adapting to multi-level dancer expertise, transmitting and realigning development goals, providing personalized corrections and feedback, maintaining the state of flow, and communicating how to properly use tools in the environment. We discuss design implications for crafting technological interventions aimed at mitigating these communication challenges.

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“…While dance science seeks to distinguish itself from sports and exercise science (Nemecek and Chatfield 2007), somatics, too, needs to stand alone as a science in its own right (Hanna 1976;Green 2008). Since the 1970s, somatics has sought to identify itself as a 'human science' (Hanna 1976: 31;Behnke 2008), though the field has remained largely outside of orthodox scientific investigation for decades (Fortin 1998).…”

Section: Rest and Dance Sciencementioning

confidence: 99%

The somatic practice of intentional rest in dance education preliminary steps towards a method of study

Batson

2009

Journal of Dance &Amp; Somatic Practices

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Every performing art has its caesura -a resting pause -a potent stillness in the rhythmic flow of action. For western contemporary dance, stillness is a powerful aesthetic tool. Far less understood are the physiological -and behaviouralbenefits of rest. While rest intervals routinely are prescribed in sports science to promote physiological recovery and improve performance, such protocols are unknown in dance. Somatic approaches ('somatics') purposely embed intervals of stillness and rest for active listening and reflection. This kind of intentional reduction in action alters typical space-time-effort values of a dance technique class, shifting attention to an array of kinaesthetic qualities, thoughts and feelings. While dance customarily relegates somatics to a wellness role, the larger behavioural implications of intentional rest within dance pedagogy merit further investigation. Although the purposes are not fully clarified, 'intentional rest' potentially allows a deeper level of embodied knowledge to surface and be directed towards self-regulation and change. This article addresses the somatic function of intentional rest within the context of dance training. The author provides an overview of the scientific evidence substantiating rest. Further, the author opens an inquiry into the behavioural values of intentional rest as gleaned from written reflections of Master's degree dance students in a seminar on somatics. These narratives appear to advance not only with those benefits advocated by sports science, but also psychophysical embodiment and personal autonomy, values essential to becoming a dance artist.

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Teaching and Technique in Dance Medicine and Science: A Descriptive Study with Implications for Dance Educators

Cited by 10 publications

References 28 publications

Using tagteach to improve the proficiency of dance movements

Using tagteach to improve the proficiency of dance movements

Designing for Ballet Classes

The somatic practice of intentional rest in dance education preliminary steps towards a method of study

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