Experiencing Our Anatomy: Incorporating Human Biology Into Dance Class Via Imagery, Imagination, and Somatics

This article proposes a model for introducing biological perspectives into teaching dance as a means to encourage students toward deeper, healthier, and more personal relationships with their art form as well as appreciation for their physical and cognitive abilities, both inside and outside of the...

Full description

Saved in:
Bibliographic Details
Published in:Journal of dance education 2014-04, Vol.14 (2), p.59-66
Main Author: Kirk, Johanna
Format: Article
Language:English
Subjects:
Anatomy
Biology
Cognitive Ability
College Students
Dance Education
Imagination
Teaching Methods
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This article proposes a model for introducing biological perspectives into teaching dance as a means to encourage students toward deeper, healthier, and more personal relationships with their art form as well as appreciation for their physical and cognitive abilities, both inside and outside of the dance studio. It recommends that dance teachers provide students with information about body systems and processes that is in line with Western science's anatomization of the body in the interest of inspiring students' personal somatic exploration. It puts forth that this teaching strategy will enhance students' clarity about the intent and mechanics of dance technique and their investment in it. The article also outlines a sample somatic-based class geared toward university students, which illustrates how the respiratory system can be introduced to dance students, thereby providing a teaching model for how dance educators can initiate the incorporation of biological topics into their classes.
ISSN:1529-0824
2158-074X
DOI:10.1080/15290824.2014.852678