Using a Principle-Based Method to Support a Disability Aesthetic

Anderson, Bailey

doi:10.1080/15290824.2015.1056302

Cited by 4 publications

(2 citation statements)

References 1 publication

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“…Traditionally, dance teaching has emphasized the technical progress of the student's bodily control, and there has been little room for differentlyabled bodies. However, in recent years there has also been a welcome change toward celebrating contributions to dance by performers with disabilities (Whatley 2007;Østern and Øyen 2014;Anderson 2015). The discussion of the body in the field of cultural and social studies has put pressure to further debate difference and diversity in dance.…”

Section: Celebrating Diversitymentioning

confidence: 99%

EcoJustice Approach to Dance Education

Foster

Turkki

2021

Journal of Dance Education

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Heatwaves, extinct species, and broadly polluted areas worldwide are apparent signs of the humancaused ecological crises. Scholars agree that a collective ecological change is needed to save the Earth. Thus, we must critically reflect how we, as dance educators, are dependent on how dance is defined, and how its educational aims and practices are justified in the era of ecocrisis. In this article, we suggest an EcoJustice approach to dance education. This theoretical study is based on the EcoJustice education framework but draws from our practices as dance educators and the directors of community dance projects. In this article, we open up a discussion on the ways that the processes of dance education can lead to an ecosocially informed paradigm shift. We will suggest three aspects considering the three aspects of an EcoJustice approach to dance education: 1) celebrating diversity, 2) recognizing the lived body, and 3) practicing co-creation.

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Section: Celebrating Diversitymentioning

confidence: 99%

EcoJustice Approach to Dance Education

Foster

Turkki

2021

Journal of Dance Education

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“…The aesthetic of hyper-ability in modern dance in the United States is enmeshed with bodily entropy. Aesthetic desires for virtuosity, as seen on shows such as So You Think You Can Dance and Dancing with the Stars , are part of the disabling of dancers’ bodies through a focus on hyper-ability in training and performance (Anderson 2015). The disabling of dancer's bodies is furthered by ableism's resistance to rest, self-care, and lack of affordable access to physical, mental, and spiritual care.…”

Section: Symbiotic and Inseparable: Dance And Disabilitymentioning

confidence: 99%

Overcoming and Denial: Disability and Modern Dance in the United States

Anderson¹

2020

Dance Res. J.

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Dancers and choreographers have always been navigating disability within an ableist representational form. This article questions the ableist histories of modern dance in the United States and seeks to redefine how disability is conceived of within the field of dance. The article explores five themes found within archival research, including overcoming narratives, symbiotic and inseparability of dance and disability, denial of disability, changing choreographic practices, and disability aesthetics. Examples of these themes are found in primary source documents about and by Martha Graham, Ted Shawn, and Doris Humphrey and contextualized throughout the article with dance and disability studies theorization.

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Experiences and motivations of dancers with and without disabilities in inclusive dance

Boswell

Yoon

2022

Sport, Education and Society

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Using a Principle-Based Method to Support a Disability Aesthetic

Cited by 4 publications

References 1 publication

EcoJustice Approach to Dance Education

EcoJustice Approach to Dance Education

Overcoming and Denial: Disability and Modern Dance in the United States

Experiences and motivations of dancers with and without disabilities in inclusive dance

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