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Dance in the world of change - Coggle Diagram
Dance in the world of change
Key Topics: Dialogue in dance education, Feminist in education, holistic learning, meaningful learning, embodied knowledge.
The situation
Sherry Shapiro book 'Dance in a world of Change' focuses on Dance in a world that is undergoing globalization. This reviews chapter eight in part three Conversations on Dance for a multicultural World. The chapter, 'Dialogical Pedagogy, Embodied Knowledge, and Meaningful Learning' is written by Eeva Anttila.
Anttila writes this article as a dance teacher and researcher in public schools context in Helsinki, Finland. The article focuses on Anittila's interest in insightful, significant teaching pedagogies. The three key investments that this article articulates are critical and feminist pedagogies and dialogue. This review will primarily focus on dialogue as it is most featured throughout the chapter.
Conclusion of article. The key practice tools for dialogue in the curriculum is to consider the following.
The age and stages of the students
The students' interests and attitudes
Engage in physical activities to encourage play and engagement with creative making
Can a common theme of interest and common understanding be uncovered?
As a community artist and facilitator the expectations of deciding curriculum often fall on the facilitator's thoughts rather than being student centered. A question arrises on how to implement the knowledge in a less dance-centric focused education. In the faith community I work at, the children's time is founded in the Bible, faith stories and expressions. To place certain questions in this community event White Sunday which is a widely Pacific Chiristian community practiced. The children and their families run the service. Such an event beginnings may start in the listening to the children's and families communication, encouraging children and families by supporting exploring their ideas and towards the later end of the planning the facilitator would use their structural skills to include the different aspects.The children's and families ideas and lived experiences would be at the centre.
Dialogue in education
Anttila discusses dialogue in this text as communication between people. The concept of dialogue is described as the communications such as non-verbal as body language, the relationship, roles and listening which is needed in education. Anttila suggests that communication is intertwined with educational aims. The text widens the importance of dialogue to support relations between diverse students and furthermore different worldviews.
The role of the facilitator is separated from the students' role yet all relations are centered on the inclusion of the opposing or different sides.
Holistic learning,
Embodied knowledge
Body as a knowledge and understanding storing tool
Body communication is essential. Simple acts such as turning the body to direct attention to the other person, the small movements, the leaning towards body axis. Anttila egresses that this should be without reserve but might that cause disruption in the teacher's boundaries? Would those disruptions cause positive vulnerability or would the teaching identity be distablalised?
As a child and youth, the facilitators that were most inspiring were the ones that used more than verbal communication but their actions and body language communicated by interacting, acknowledging and including the other which furthermore said, every individual mattered.
Non-verbal. Body processed ideas through action? Communicating through a way of being and relating to others. Shared silence can also be a dialogue.
External articles/oppinons. Bubers description of humans become who they are thorough their relationships with others. The quote "Man becomes an I through you'"
Mabingo philosophy of " I am because we are and because we are therefore I am".
This student vulnerability appears to require the facilitator to be actively engaged in being responsible for safety
The curriculum
The children's realities, imaginations and lived experiences should be central to the curriculum outcomes (Shapiro). suggesting that the curriculum is suited to the students rather than the learning be set and the students are required to make connections to their realities. As a community worker, the reviewer of this article finds interest in how that might be facilitated in a safe manner as traumatic triggers could unravel. Children showed to be scared of peers opinions.
Highlight the need for curricular teaching needs to be based on what the students want to know, based on their life situations and interests. The article furthermore articulates uncovers Sharpiro (1998) perspective that education needs to start from lived experiences. The 2004 project is an example of how this might take place. The theme of the project was rooted in the students' ideas, concepts, hopes, values, challenges and doubts.
Collaboration
Just as dance choreographers collaborate with the dancers to deepen research, so should facilitators collaborate with students to deepen meaningful learnings.
The described collaboration.
Facilitators must suspend thier own ideas, visions, aestertic or artistic ideas in order to allow student voice. Anittla expresses that this is no easy task
Practical tools, To help find context and develop knowledge the following was done: Movement improvisation, as a small group the students were then asked to select a picture and connect choreogarphy to contextual pictue resulting in lengthening of choreography and refminement of movement to visual. Had students bring in a specified item from home, video inspiration and images given. Knowledge through stories. Meaning is driven by students interests, views and roles.
Finding imagination and play. Acknowledgment of the fact that the educator is and should not be the only influence in the students learnings. The facilitator is responsible to supporting, directing when needed and sustaining a safe environment for play and creativity.
As a community work this is a good reminder of my role.
Feminist - however, this contrasts the argument made about the effect of feminist on young girls. The article observes how a collation between feminists empowered girls and their loss of concern for the other. The observation presents to be assumptions not regarding other influencing factors however it still highlights that the students' experience will have positives and downfalls, instead of providing the facilitators instigated solutions, opening further experiences with others to broaden everyone's understandings of topic, the other and world.
Holistic learning: a). how to organize material and processes to empower students
b). How to create a process of collaboration and shared learning
c). How can the curriculum reflect and be founded in the students life realities and interests
d) How to engage students in imagination and creativity in collaboration
e) How to nurture eauity and eqality by assisting students in making critical and ethical connections between themselves, others and the world.
f) not casting according to ability, self-confidence or looks but allowing opportunity for everyone to have responsibility.
-significane and solidarity g) allow students time to think about the roles and which ones they might like to do
If unable to perform give students another role
h) how can facilitator help students perceive relationship between and amount students? TO recognise and take responsibility.