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Dancing to Learn
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The Brain's Cognition, Emotion, and Movement
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Artikel-Nr:
9781475806069
Veröffentl:
2014
Seiten:
214
Autor:
Judith Lynne Hanna
eBook Typ:
EPUB
Kopierschutz:
Adobe DRM [Hard-DRM]
Sprache:
Englisch
Beschreibung:
Dancing to Learn: Cognition, Emotion, and Movement explores the rationale for dance as a medium of learning to help engage educators and scientists to explore the underpinnings of dance, and dancers as well as members of the general public who are curious about new ways of comprehending dance.
Dancing to Learn: Cognition, Emotion, and Movement explores the rationale for dance as a medium of learning to help engage educators and scientists to explore the underpinnings of dance, and dancers as well as members of the general public who are curious about new ways of comprehending dance. Among policy-makers, teachers, and parents, there is a heightened concern for successful pedagogical strategies. They want to know what can work with learners. This book approaches the subject of learning in, about, and through dance by triangulating knowledge from the arts and humanities, social and behavioral sciences, and cognitive and neurological sciences to challenge dismissive views of the cognitive importance of the physical dance. Insights come from theories and research findings in aesthetics, anthropology, cognitive science, dance, education, feminist theory, linguistics, neuroscience, phenomenology, psychology, and sociology. Using a single theory puts blinders on to other ways of description and analysis. Of course, all knowledge is tentative. Experiments necessarily must focus on a narrow topic and often use a special demographic—university students, and we don’t know the representativeness of case studies.
Contents
Acknowledgments
Prelude: To Dance Is Cognitive, Emotional, and Moving
What Do We Know about Dance? Triangulating Knowledge
Brain Scientists Study Dancers and Spectators
Disclosure
Steps toward Understanding Dance as a Learning Medium
Chapter 1. The Brain ”Choreographs” Dance-Maker, Dancer, and Spectator
Cross-Cultural Conceptualization of Dance
The Body in Space, Time, and With Effort
Transformation of Everyday Movements for Expressive Purpose
Culture
The Moving Body Aids Human Evolution
Dancing Nourishes a Ravenous Brain
Architecture of the Brain
Neurons – Atoms of Thinking
Sparking – Neurogenesis
Dance Embodies Cognition
Senses, Interoception, and Perception
Vision, an Especially Important Sense
Mirror Neurons
Mind and Consciousness
Memory
Dance in Mind, Space, Pace, and Aging
Verbal and Nonverbal (Dance) Languages of Thought
Comparison of Languages
Many Languages and Dialects of Dance
Thinking through Language
Multilingualism in Dance
Feeling and Emotion
Stress
Recollection/ Reconsolidation of Emotion
Motivation and the Pleasure of Dance
Encore
Chapter 2. The Mentality and Matter of Learning through Dance
The Brain Sustains Dance Languages
Powerful Hand Communication
More Body Parts, More Powerful Dance
Declarative, Procedural, and Social Knowledge for Dance
Music and Dance Together
Packing and Unpacking Meaning in Dance
Symbolization
Dancing a Science Dissertation
Dimensions of Meaning in Dance (Probing with a Semantic Grid)
Dance in the Moment and Memory
Visual Images and Mindfulness
Perception of Emotion
Thinking through Memorable Images of Dance
Dance Sparks Brain Networks and Learning for Old and Young
Dance Lowers Risks for Brain Deterioration
Performing Arts in General
Acquisition of Learning Skills through Dance
Creativity
Challenges
Prompting Creativity
Encore
Chapter 3. Brain-Changing Dance Venues: From Street/Studio/Classroom to Stage and Back
Multi-linguistic Dance: Plethora of Genres
Many Ways of Learning Dance
Academic Schools
Pre-School Dance
Dance as a Discipline
Pre-professional Dance
Dance Company Schools and Outreach Programs
Arts Magnet Schools
Program within a School
New York City Public Schools
Cluster School Program
A County-Wide Multifaceted Program in all Public Schools
Dance Integration – with Other Arts or Non-Arts Disciplines
Elementary School
High School
University Dance Education
Performing Arts Organization Offerings
John F. Kennedy Center for the Performing Arts
Lincoln Center Institute for the Arts in Education
Washington Performing Arts Society
Young Audiences
National Dance Institute (NDI)
ArtsConnection Young Talent Dance Program/ English Language Literacy Program
Community Based Dance Programs
Dance Teacher Preparation
Private Dance Studios and Conservatories
Dance Education Lab
Pulse Ontario (Canada) Dance Education Conference
National Registry of Dance Educators
State Dance Certification
In-service Workshops
National Dance Education Organization
Encore
Chapter 4. The Dancing Brain Leaves No One Behind
A Performing Art
A Liberal Art
An Applied Art
Personal Development through Dance Aids Learning
Dance Engages and Motivates
Dance and Changing Behavior
Dance Integrated with Other Subjects
Assessing Non-dance Learning through Dance
Children’s Own Dance as a Diagnostic Tool
Transfer of Dance Learning
Dimensions of Transfer
Brain Action
Teaching for Transfer
Research on Transfer
Tools for Dance Learning
Media, Cyberspace, and Social Networks
Distance Learning
“Pen and Paper”
Movement Analysis
Dance Curriculum, Standards, Assessment, and Evaluation
Dance to Cope with Stress
Bad Stress – Distress
Good Stress – Eustress
Dance a Stressor
Escape
Encore
Chapter 5. Mind and Emotion in Learning Self, Cultural and National Identities
through Dance
Dancer Identity, Career, Transitions, and Dance-related Options
Gender and Sexual Orientation
Who Is On-stage? Females
Males in Dance
Culture, Diversity, Understanding, and Choreographic Inspiration
Black/White Interaction
Regional or National Identity
Applying Cultural Diversity
Selecting Dances
Cultural Appropriation
Playing Anthropologist to Learn about a Culture’s Dance
Encore
Finale and Révérence
Dance – Cinderella of Education and Brain Science
Plié: Ready to Soar in Brain and Body
Figure 1. Elements of Dance
Figure 2. Ways of Conveying Meaning in Dance (Semantic Grid)
Appendix 1: Tools to Discover the Dancing Brain
Appendix 2: To Dance in a Classroom, Even for Non-Dancers
Images and Credits
References Cited
About the Brain
Teaching Dance
Index
About the Author
Acknowledgments
Prelude: To Dance Is Cognitive, Emotional, and Moving
What Do We Know about Dance? Triangulating Knowledge
Brain Scientists Study Dancers and Spectators
Disclosure
Steps toward Understanding Dance as a Learning Medium
Chapter 1. The Brain ”Choreographs” Dance-Maker, Dancer, and Spectator
Cross-Cultural Conceptualization of Dance
The Body in Space, Time, and With Effort
Transformation of Everyday Movements for Expressive Purpose
Culture
The Moving Body Aids Human Evolution
Dancing Nourishes a Ravenous Brain
Architecture of the Brain
Neurons – Atoms of Thinking
Sparking – Neurogenesis
Dance Embodies Cognition
Senses, Interoception, and Perception
Vision, an Especially Important Sense
Mirror Neurons
Mind and Consciousness
Memory
Dance in Mind, Space, Pace, and Aging
Verbal and Nonverbal (Dance) Languages of Thought
Comparison of Languages
Many Languages and Dialects of Dance
Thinking through Language
Multilingualism in Dance
Feeling and Emotion
Stress
Recollection/ Reconsolidation of Emotion
Motivation and the Pleasure of Dance
Encore
Chapter 2. The Mentality and Matter of Learning through Dance
The Brain Sustains Dance Languages
Powerful Hand Communication
More Body Parts, More Powerful Dance
Declarative, Procedural, and Social Knowledge for Dance
Music and Dance Together
Packing and Unpacking Meaning in Dance
Symbolization
Dancing a Science Dissertation
Dimensions of Meaning in Dance (Probing with a Semantic Grid)
Dance in the Moment and Memory
Visual Images and Mindfulness
Perception of Emotion
Thinking through Memorable Images of Dance
Dance Sparks Brain Networks and Learning for Old and Young
Dance Lowers Risks for Brain Deterioration
Performing Arts in General
Acquisition of Learning Skills through Dance
Creativity
Challenges
Prompting Creativity
Encore
Chapter 3. Brain-Changing Dance Venues: From Street/Studio/Classroom to Stage and Back
Multi-linguistic Dance: Plethora of Genres
Many Ways of Learning Dance
Academic Schools
Pre-School Dance
Dance as a Discipline
Pre-professional Dance
Dance Company Schools and Outreach Programs
Arts Magnet Schools
Program within a School
New York City Public Schools
Cluster School Program
A County-Wide Multifaceted Program in all Public Schools
Dance Integration – with Other Arts or Non-Arts Disciplines
Elementary School
High School
University Dance Education
Performing Arts Organization Offerings
John F. Kennedy Center for the Performing Arts
Lincoln Center Institute for the Arts in Education
Washington Performing Arts Society
Young Audiences
National Dance Institute (NDI)
ArtsConnection Young Talent Dance Program/ English Language Literacy Program
Community Based Dance Programs
Dance Teacher Preparation
Private Dance Studios and Conservatories
Dance Education Lab
Pulse Ontario (Canada) Dance Education Conference
National Registry of Dance Educators
State Dance Certification
In-service Workshops
National Dance Education Organization
Encore
Chapter 4. The Dancing Brain Leaves No One Behind
A Performing Art
A Liberal Art
An Applied Art
Personal Development through Dance Aids Learning
Dance Engages and Motivates
Dance and Changing Behavior
Dance Integrated with Other Subjects
Assessing Non-dance Learning through Dance
Children’s Own Dance as a Diagnostic Tool
Transfer of Dance Learning
Dimensions of Transfer
Brain Action
Teaching for Transfer
Research on Transfer
Tools for Dance Learning
Media, Cyberspace, and Social Networks
Distance Learning
“Pen and Paper”
Movement Analysis
Dance Curriculum, Standards, Assessment, and Evaluation
Dance to Cope with Stress
Bad Stress – Distress
Good Stress – Eustress
Dance a Stressor
Escape
Encore
Chapter 5. Mind and Emotion in Learning Self, Cultural and National Identities
through Dance
Dancer Identity, Career, Transitions, and Dance-related Options
Gender and Sexual Orientation
Who Is On-stage? Females
Males in Dance
Culture, Diversity, Understanding, and Choreographic Inspiration
Black/White Interaction
Regional or National Identity
Applying Cultural Diversity
Selecting Dances
Cultural Appropriation
Playing Anthropologist to Learn about a Culture’s Dance
Encore
Finale and Révérence
Dance – Cinderella of Education and Brain Science
Plié: Ready to Soar in Brain and Body
Figure 1. Elements of Dance
Figure 2. Ways of Conveying Meaning in Dance (Semantic Grid)
Appendix 1: Tools to Discover the Dancing Brain
Appendix 2: To Dance in a Classroom, Even for Non-Dancers
Images and Credits
References Cited
About the Brain
Teaching Dance
Index
About the Author