The Embodiment of Aerial Practice: Body, Mind, Emotion

Autor/inn/en	Kosma, Maria; Erickson, Nick
Titel	The Embodiment of Aerial Practice: Body, Mind, Emotion
Quelle	In: Journal of Dance Education, 20 (2020) 4, S.224-233 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-0824
DOI	10.1080/15290824.2019.1622706
Schlagwörter	Dance Education; Undergraduate Students; Human Body; Sensory Experience; Music; Performance; Skill Development; Pain; Visual Aids; Cues; Student Attitudes + Suchen Sie Ihr Suchwort? Dance; Education; Tanzerziehung; Menschlicher Körper; Sinnerfahrung; Musik; Achievement; Leistung; Kompetenzentwicklung; Qualifikationsentwicklung; Schmerz; Anschauungsmaterial; Stichwort; Schülerverhalten
Abstract	The purpose of this qualitative study was to examine the embodied qualities of aerial practice among 13 US undergraduate students (M[subscript age] = 20.46 years old). Drawing on the philosophy of embodiment, interview questions addressed bodily sensations, cognition, and the role of music and mirror viewing. The first emerging theme from the analysis was "bodily sensations and cognition," including "integrating cognitive and sensory bodily awareness" (thinking and sensing the movements), "bodily awareness and visual cues" (e.g., emphasizing bodily sensations), and "pain and the body." The second theme was "music, mind, body, and emotion," including "the embodiment of music" and "performance without music." In movement programs, cognitive and sensory bodily awareness are keys to all stages of skill acquisition. Overreliance on mirror viewing may diminish proprioception. Given that pain does not entirely disappear with continuous practice, it can affect movement execution. Bodily expressions with or without music can be embodied and artistic. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01