Abstract
Abstract This artistic research article discusses choreography pedagogy in the context of MA choreography studies in respect to expanded choreography and artistic research pedagogy. Both frameworks are means to carve out ponderings on eventual tools for teaching choreography as a research practice. The three potential tools that are explicitly discussed in the article are embodied speaking, intra-active dialogue, and listening. In addition, the article draws connections between experimental dance and choreography pedagogy emerging at the beginning of the 20th century in the USA and the pedagogical considerations of early-2000s Europe at the time of the Bologna Process.
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