Ballet as Somatic Practice: A Case Study Exploring the Integration of Somatic Practices in Ballet Pedagogy

Autor/in	Berg, Tanya
Titel	Ballet as Somatic Practice: A Case Study Exploring the Integration of Somatic Practices in Ballet Pedagogy
Quelle	In: Journal of Dance Education, 17 (2017) 4, S.147-157 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Berg, Tanya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-0824
DOI	10.1080/15290824.2017.1310382
Schlagwörter	Dance Education; Teaching Methods; Case Studies; Ethnography; Instructional Innovation; Student Centered Learning; Foreign Countries; Teacher Student Relationship; Observation; Kinesthetic Perception; France + Suchen Sie Ihr Suchwort? Dance; Education; Tanzerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Ethnografie; Educational Innovation; Bildungsinnovation; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Beobachtung; Kinaesthetic perception; Ästhetische Wahrnehmung; Frankreich
Abstract	This case study explores one teacher's integration of Alexander Technique and the work of neuromuscular retrainer Irene Dowd in ballet pedagogy to establish a somatic approach to teaching, learning, and performing ballet technique. This case study highlights the teacher's unique teaching method called IMAGE TECH for dancers (ITD) and offers evidence to support ITD as a somatic approach to ballet pedagogy. The personal perspectives of the teacher and students in this ethnographic study support my observations that ITD integrates principles of somatic practices in ballet pedagogy. Additionally, these data illustrate the pedagogical innovation involved in the teacher's communication with her ballet students, which moves away from traditional authoritarian teaching practices. With ITD concepts communicated in such a way that the students feel confident to individually adapt the material, internal authority becomes established and ballet students can claim autonomy in their training and future careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01