 | Rechoreographing Learning: Dance As a Way to Bridge the Mind-Body Divide in Education Subjects: Arts; Education; Development Studies Environment Social Work Urban Studies; Sports and Leisure; Social Sciences; Art & Visual Culture; Theatre & Performance Studies; Performance Theory - Practice and Practitioners; Curriculum Studies; Education; Physical Education; Anthropology; Dance; History of Performance; Practice & Practitioners; Theatre History; Dance; Teaching Methodology & Practice; Dance - Physical Education; Ethnography & Methodology; This study addresses the mind-body dichotomy in movement and dance. This book includes a description of the often-forgotten kinesthetic sense, body awareness, somatic practices, the body-based way of thinking, mental imagery, nonverbal communication, human empathy, and symbol systems, what occurs in the brain during learning, and why and how movement and dance should be part of school curricula. This exploration arguers that becoming more aware of bodily sensations serves as a basis for knowing, communicating, learning, and teaching through movement and dance. This book will be of great interest to scholar and students interested in teaching methodology and for courses in physical education, dance, and education. Sandra Cerny Minton is Co-Coordinator of the Dance Education MA Program at UNC, a program she created, and which was instituted in 2014. |
