The purpose of this qualitative study was to design and assess a dance pedagogy curriculum intended to cultivate private sector dance educators’ somatic perception. Research questions were framed to understand the nature of knowledge encouraged by the curriculum and each educator's experience of knowledge formation and application to each participant's…
The purpose of this qualitative study was to design and assess a dance pedagogy curriculum intended to cultivate private sector dance educators’ somatic perception. Research questions were framed to understand the nature of knowledge encouraged by the curriculum and each educator's experience of knowledge formation and application to each participant's pedagogical context. The study was conducted in four overlapping stages: 1) Philosophical inquiry, 2) Curricular design, 3) Limited case-study, and 4) Data analysis. The stages employed mix methodologies that included: action research, autobiographical reflection, ethnographic and phenomenological approaches. The limited case-study explored two private-sector dance educators’ experiences of the curriculum. Data collected during the limited case-study conducted with the dance educators revealed thematic clusters about the nature, cultivation, expression, and experience of somatic perception. The themes suggest that the nature of somatic perception reflects an individual educators’ lived experiences that shape values, movement patterns, and phrasing. The expression of somatic perception aligns with the individual educator’s narrative and was evident in patterns and phrasing of movement and learning. The cultivation of somatic perception is an ongoing process that requires active engagement to acquire, assimilate, and integrate the knowledge of content, context, self, and student. Finally, somatic perception manifested itself in each educator’s unique expression of confidence, empathy, creativity, and spontaneity resulting in skillful enactment of knowledge within an immediate pedagogical context.
“In Spirit - An Archetypal Journey of the Soul” is a document illustrating the process of creating an evening length autobiographical aerial dance theater performance, In Spirit, through the investigation of theoretical, kinesthetic and choreographic research of archetypal symbolism, as well as aesthetic, choreographic and pedagogical aspects of aerial dance.…
“In Spirit - An Archetypal Journey of the Soul” is a document illustrating the process of creating an evening length autobiographical aerial dance theater performance, In Spirit, through the investigation of theoretical, kinesthetic and choreographic research of archetypal symbolism, as well as aesthetic, choreographic and pedagogical aspects of aerial dance. The Jungian research specifically informed the identification of symbolism and the roles that archetypes play in creating a clear storyline within aerial dance theatre. In addition, research of aesthetic voice and current aerial dance practitioners became important and gave perspectives on creative pedagogical engagement in contemporary dance and aerial dance-making. For the duration of the process of creating In Spirit image-based creative tools, tarot symbolism, Jungian archetypes, aerial dance training and collaboration were explored with the cast of ten dancers. Through this research and embodying the spirit of collaboration, the choreographer and dancers worked diligently to train dancers with no previous experience in aerial dance to perform in aerial roles. The evening-length performance of In Spirit synthesized contemporary dance, aerial dance, theatre and symbolism regarding rebirth.
Manopoly: The Documentary details the process of creating a 30 minute documentary-style dance film that highlights the diverse experiences of postsecondary education male dance students. The film provides a glimpse into the rehearsal process of Manopoly. This is the third iteration of this creative work and is the emphasis for…
Manopoly: The Documentary details the process of creating a 30 minute documentary-style dance film that highlights the diverse experiences of postsecondary education male dance students. The film provides a glimpse into the rehearsal process of Manopoly. This is the third iteration of this creative work and is the emphasis for this document. Several arts-based research methodologies, including narrative inquiry, choreography, and filmmaking are used in the process of creating Manopoly: The Documentary. Personal and communal interviews are used to provide insight into the experiences of the dance cast. The choreography seeks to embody, and reflect upon, the lived narratives, perspectives, and experiences of young men participating in postsecondary education dance. The written document serves to also articulate what is witnessed in the culminating dance film, expressed in interviews with the cast, and offer an opportunity to re-think, interrogate, question, and enhance preconceived understandings and values towards gender in dance as well as society.
The ASU School of Dance presents Undergraduate Projects Showing, October 25-26, with works by undergraduate dance students, performed at Margaret Gisolo Dance Studio.
The ASU School of Dance presents Emerging Artists I, February 9-12, with works by guest artists, dance faculty, and students, performed at Dance Studio Theatre, PEBE 132.
The ASU School of Dance presents Celebrating the Nagrin Legend, September 16-18, with works by dance faculty and visiting artists, performed at the Galvin Playhouse Theatre.
The ASU School of Dance presents New Danceworks II, January 26-29, with works by dance faculty, graduate students, and visiting artists, performed at the Dance Studio Theatre, PEBE 132.