Dance Education Research Articles

Performing Everyday Things: Ecosomatic Threads of Butoh, Phenomenology, and Zen

<p>This essay engages descriptive, experiential methods of phenomenology, prompts from butoh, and insights of Zen Buddhism. Butoh is the dance and theatre form that arose from the ashes of Japan in the shadow of ecological and social crisis after the Second Word War. It is interpreted widely in current forms that extend well beyond the borders of Japan. The everyday is articulated in the phenomenology of Husserl, Heidegger and Merleau-Ponty, particularly through concepts of “worlding,” how our works ripple out to create a world, as phenomenology and Zen both hold, each in their own way. I write about butoh through a prism of Zen and phenomenology because they share similar philosophical outlooks on performance, and they explain everyday things. In articulating performance of the everyday, this essay takes an ecosomatic turn inward toward matters of consciousness and perception. The writing stems from my participation in butoh as a student, performer, and scholar since 1985, my university teaching of dance and somatics, and my philosophical and lived investigations of phenomenology and Buddhism. Through phenomenology, the essay is descriptive, performative, and concerned with “lived experience,” including how features of experience appear and transform in consciousness.</p><p> </p>

Beliefs and Attitudes on Dance Improvisation Techniques of Dance Teachers in Davao City

Beliefs and Attitudes on Dance Improvisation Techniques of Dance Teachers in Davao City

A Study on the Demand for the Development of University Dance Education Programs +

A Study on the Demand for the Development of University Dance Education Programs +

Embodied collaborative writing in graduate dance education.

This paper explores how embodied writing can inform teaching, learning, and research presentation in graduate-level dance education in a kinesiology faculty. The focus is on a graduate dance course "The Dancing Body in Motion", which combines the anatomical analysis of the physical body, social theory, and lived dance experiences to promote more embodied and holistic teaching and learning. The authors, an instructor and a student of the course, share their experiences and reflections on the course through an embodied presentation of a dialogue that combines the instructor's lecture notes, the student's learning journal entries, and their reflections both separately and in conversation with each other. Their reflections offer insights into how the body and mind, material and social body, and practice and theory can all be brought together using embodied writing practices, such as a learning journal and performance ethnography, in a dance performance.

Contagious and Unexpected Moments as Gateways to Dancing Playfully Together: Students Creating Intervening Spaces

ABSTRACT Research on creative dance education has indicated that students can take risks and improvise when the teacher relinquishes control through an open and explorative approach. I add to the discussion by exploring the unexpected and spontaneous episodes when teaching dance improvisation in settings outside dance education. Based on empirical material from a design-based research project conducted within the Danish bachelor’s degree program in social education, I analyze three episodes where students take the initiative and use their bodies and voices to play essential roles in creating sensuous, repetitive, and humorous group formations. I argue that these episodes can be understood through philosophical and sociological conceptualizations such as sociability, contagion, affectivity, crowds, and laughter and that students can explore playful movement through various contagious “ripple effect” processes. These moments are a kind of significant everyday playful choreography that is a beneficial skill for social educators involving embodied creativity.

Supported or Thwarted? An Exploration of Autonomy Support in Ballet Teaching Informed by the Circumplex Model

ABSTRACT In this small-scale study we investigated ballet teachers’ views and experiences of autonomy and autonomy support. For this purpose, we conducted semi-structured interviews with six ballet teachers in a prestigious pre-professional ballet school in Europe. Findings indicate that when and how autonomy was provided seemed to be impacted by whether a teacher either challenged or adhered to ballet ideals. By using the Circumplex Model of motivation, three different levels of autonomy support could be identified: high autonomy support, moderate autonomy support, and controlling approaches. The findings present a nuanced picture of ballet teachers’ views, experiences, and teaching styles and suggest that dance educators move on a continuum of autonomy supportive and controlling behaviors.

Kinematic criteria determining swing movement of world class dancesport athletes

PurposeThe aim of the study was to identify the distinguishing characteristics of the swing movement of the world’s top dancesport couples through kinematic variables.MethodsThe study involved six world-class and six intermediate dance couples. The couples were asked to execute three identical series of three natural turns of the figure in a Viennese Waltz, all being filmed as they danced to music. Six international experts evaluated all the trials of each couple from the point of view of the technical quality component based on the Absolute Judging System. A triaxial rotational angular velocity measurement (gyroscope) device was placed on the dorsal part of the pelvic girdle and on the posterior part of the thorax of each competitor.ResultsAn analysis of covariance demonstrated that regardless of the sports level, the maximum hip girdle angular rotation velocity in the forward swing movement performed by men was significantly related to the judging score achieved (F1,9 = 11.5; p < 0.05; ηp2 = 0.45).ConclusionsThe mean squares of the differences of the hip and thoracic spine angular rotation velocity signals were found to be a good criterion for evaluating the swing movement, which is related to the judges’ evaluation. The descriptions of the performance of complex rotational movements obtained in this study can find their application in the analysis, teaching, and evaluation of dance couples. This is one of the first studies in the literature that deals in detail with swing movement in sports dance.

Chinese dance education and culture path in the preservation and transmission of cultural heritage to the younger generation

ABSTRACT Chinese dance is part of the world cultural heritage. This study aims to consider the opinion of respondents who have not studied Chinese dance directly, and thus obtain new data on the attitude to Chinese dance culture among the young generation of students of higher educational institutions. A total of 500 fourth-year students participated in the survey. The issue of the intercultural perspective of dance education in China is solved through cultural cooperation between Chinese universities through lectures on Chinese culture, thematic events and the arrangement of dance classes. Studying the introduction of Chinese dance to young up-to-date students should contribute to the formation of tolerance of other cultures, aesthetic education, and humanization of interpersonal relations, the development of mutual understanding between peoples. Despite the modern realities of modernization and acceleration of cultural development, Chinese traditional dance contributes to the preservation of past traditions and cultural identity, as well as strengthening social cohesion. According to the results obtained, 43% of students are interested in other cultures. In addition, 7% of respondents believe that Chinese dance is boring while 93% treat it positively considering it to be bright and colorful.

Who is taking dance electives, when, and for how long? Adolescents’ dance participation and persistence in middle and high school

ABSTRACT Inclusive and equitable dance education practices remain an important issue in United States public school settings. We explore adolescents’ participation in public school dance electives through the examination of an ethnically diverse, longitudinal sample of students living in Miami, Florida (N = 24,368), as they progress through secondary school between the 2009–2010 and 2015–2016 academic years. We describe participation rates in dance electives and give results from linear probability regression models showing the characteristics (demographics, school readiness skills, prior school suspension, attendance, and academic achievement) of adolescents who enroll and persist in dance electives between middle and high school. We found that 14% of students enrolled in a dance elective during middle school and only 2% of students did so in high school. The highest levels of uptake in dance electives occurred in 7th and 9th grade. Most adolescents enrolled in a dance elective for only one academic year. Ethnicity, gender, disability status, and prior academic performance were significant predictors of initially selecting into a dance elective in middle school, and for persisting in a dance elective in high school. These results prompt further discussion of the integration of inclusive dance pedagogy in public school contexts.

Inheritance of Intangible Culture Based on Wireless Communication Network in College Dance Teaching

Intangible cultural heritage is an important part of Chinese excellent traditional culture, and college dance teaching is paid more attention by researchers of physical education and computer technology. In order to help the inheritance and development of non-legacy culture in college dance teaching, this paper analyzes the influencing factors of wireless communication network in college dance teaching, constructs an interactive platform for non-legacy digital dance teaching based on wireless communication network technology, and applies it in the dance teaching process of a university in Henan province to highlight the role of wireless communication technology in dance teaching. The results show that the interactive platform can effectively reduce teachers' physical energy consumption and has certain reliability and practicality. Through artificial intelligence algorithm, the traditional dance teaching method has been changed, and a new exploration of non-legacy dance teaching has been realized.

Exploring The Physical Fitness Level of Children Through Dance

This study aimed to explore the effect of dance training on children's physical fitness level by providing 6- to 12-year-old children with 6-month dance training and regular physical training. Using diversified research methods, including literature review, comparative analysis, experimental method, observation, measurement, questionnaire and interview, this study assessed the physical fitness indexes and psychosocial abilities of children in the experimental and control groups. The results showed that children who participated in dance training significantly outperformed the control group in physical fitness indicators such as lung capacity, flexibility and balance. In addition, dance training significantly improved children's self-confidence, social interaction skills, and emotional stability. The study highlights the importance of incorporating dance training into the children's education system and provides a reference for optimizing dance education strategies in the future.

The Value and Approaches to Enhancing Dance Performance and Teaching Skills in Preschool Education Major Students

Dance education, as a unique form of artistic instruction, is garnering increased attention in the realm of preschool education. For students majoring in early childhood education, mastering dance teaching methodologies not only diversifi es their pedagogical tools, boosting their employability, but also invigorates the curriculum. Especially through the study and practice of classical, folk, and modern dance, their educational profi ciency is significantly enhanced. Dance education has profound implications for preschool education, presenting both children and educators with novel opportunities and challenges.

The Promotion Effect of E-Learning in Intelligent Dance Teaching: Resource Mining Method on Dance Teaching

The Promotion Effect of E-Learning in Intelligent Dance Teaching: Resource Mining Method on Dance Teaching

Dance Pedagogy used by Physical Education Teachers in Enhancing Skill Acquisition, Mastery and Self-Image

Effective teaching practices in dance cover a variety of theoretical and practical approaches and techniques and individual teaching and learning styles. This study focused on dance pedagogy used by physical education teachers in enhancing skill acquisition, mastery, and self-image. Specifically, the study investigated the extent of the use of dance pedagogy by physical education teachers in five teacher education institutions to enhance skill acquisition, mastery, and self-image. The total number of participants of the study was twenty-three (23) wherein fifteen (15) were females and eight (8) males and with experiences in teaching ranging from 1 to 25 years. A questionnaire comprising 65 items that exemplify the sixteen dance teaching guidelines for strengthening students' dance skill acquisition, knowledge, and self-image was used to gather data supported by classroom observation. The items were adapted from the sixteen guidelines for teaching and learning identified by Mainwaring and Krasnow, which were categorized into three major areas: process and goals, influences that affect dancers' progress, and structure and content of the class. The data were treated using descriptive statistical tools. The results showed that the physical education teachers always practice dance pedagogies that enhance dance skill acquisition, mastery, and self-image. Dance pedagogies are needed to maximize the potential of every learner who wants to progress and become their best.

Critical Refection on Dance Education

Dance education is a universal power that can change the lives of many young people. In an increasingly borderless world, dance is a force that can shape identity and culture, and enables the exploration of heritage. To better comprehend the full extent of this power, this paper aims to review and critically analyse dance practice and dance education in the past year. In addition, I will refect on the challenges associated with dance education. Greater attention should be paid to the methods used to teach dance, as well as the teachers role in dance education.

Indian Classical Dancers in the Diaspora: How Free Improvisation and Contact Improvisation Programs Help Enhance Dance Proficiency, Improvisation Competence, and Forming Multigroup Ethnic Identities

ABSTRACT This article reports a quasi-experiment on the impact of contact improvisation (CI) sessions and free improvisation (FI) interfaces on dance proficiency, improvisation competence/output quality, and multigroup ethnic identity formation of Indian classical dancers in the United Kingdom, United States, Singapore, and Australia. FI participants reported higher scores on dance proficiency, improvisation competence, and multigroup ethnic identity formation compared to those who participated in the CI sessions. FI was most effective for diaspora female Indian classical dancers, Bharatanatyam dancers, dancers with 9–12 years of dance education, who had an advanced/higher diploma formal education in dance, who attended 21–40 (>50%) FI interfaces, and completed 21–40 (>50%) FI homework sessions. FI is a performance technique foregrounding spontaneity and a modality to augment the repertoire of Indian classical dances to speak to an international audience by adapting western aesthetics. It is a way to bring contemporariness into Indian classical dances and shape postcolonial dancer identities.

Music-driven generative dance movement teaching game based on a multi-feature fusion strategy

The study aims to develop a music-driven dance teaching game that enhances players' dance learning. By utilizing a multi-feature fusion strategy, the game creates dance movements inspired by music. The model effectively combines music and dance features to generate various dance sequences. In performance tests, the research model successfully matches the tempo and intensity of the music with the generated dance. Overall, this approach improves players' dance movement learning ability. The teaching effectiveness of the research method is significantly superior, with an average value of 95.23 points in the teaching evaluation. In terms of running time, for simple dances, the average generation time is 10 s; for ordinary categories of dances, the average generation time is 15 s; for complex dances, the average generation time is 17 s. The fluency of the generated dances is 97.21 %. The study's findings confirm the effectiveness of the research method. The game's use of multi-feature fusion algorithms allows for adaptive adjustments in difficulty and complexity based on the player's learning situation and ability level. This provides a more diverse and immersive gaming experience, while also presenting innovative ideas for future game development and teaching design.

게이미피케이션을 통한 알파 세대 실용무용 교육프로그램 활용방안 고찰

게이미피케이션을 통한 알파 세대 실용무용 교육프로그램 활용방안 고찰

AI-assisted teaching as a method for enhancing ballet instruction for people with disabilities and older adults.

In ballet, students have historically relied on teachers providing them with feedback after executing a combination – a method of teaching that has changed little over the years. Students, especially those with disabilities and older adults, may not receive as much attention or feedback as other students, or may not have the opportunity to practice ballet at all. We argue that this opportunity gap, along with other creative challenges in teaching, may be addressed with artificial intelligence (AI). This paper synthesizes research on the potential for AI to be integrated into ballet teaching, highlighting how it may benefit dancers with different skill levels and access needs, such as people with disabilities and older adults. We discuss how AI may be beneficial in providing personalized feedback, creating choreography, preventing injuries, helping students learn choreography, improving remote ballet classes, and helping teachers generate combinations for class. Importantly, however, AI should not fully replace dance teachers, and engineers should ensure that the AI is trained to support a diverse group of dancers.

Творческая мастерская как современная форма повышения профессионального мастерства педагогов по русскому народному танцу и его региональным особенностям

The research objective is substantiation of the initiation of a creative workshop as a modern form of enhancing the professional skills of teachers in Russian folk dance and its regional peculiarities. The article argues for the need to ensure the process of preservation, study, and popularization of Russia's national heritage – Russian folk dance and its regional features. Russian folk dance allows forming in the younger generation a sense of love for their homeland, respect for its history, folk traditions, customs, and cultural diversity. The article emphasizes the importance of proper education on the specifics of Russian folk dance and the professional development of dance teachers. The leading forms of professional development for teachers and leaders of amateur dance groups include studying scientific and educational literature, grant activities, competitions and festivals, qualification courses, and masterclasses. The article places special emphasis on exploring the creative projects of the autonomous non-profit organization "Creative Union of Generations 'Transformation'." The modern form of enhancing the professional skills of dance teachers is presented as the cultural-educational project "All-Russian Creative Workshop on Russian Folk Dance and its Regional Features." The author provides an original definition of the essence of this new creative-pedagogical phenomenon, detailing the educational course program (from 2022 to 2024).