| Abstrakt: |
This article proposes a model for introducing biological perspectives into teaching dance as a means to encourage students toward deeper, healthier, and more personal relationships with their art form as well as appreciation for their physical and cognitive abilities, both inside and outside of the dance studio. It recommends that dance teachers provide students with information about body systems and processes that is in line with Western science’s anatomization of the body in the interest of inspiring students’ personal somatic exploration. It puts forth that this teaching strategy will enhance students’ clarity about the intent and mechanics of dance technique and their investment in it. The article also outlines a sample somatic-based class geared toward university students, which illustrates how the respiratory system can be introduced to dance students, thereby providing a teaching model for how dance educators can initiate the incorporation of biological topics into their classes. [ABSTRACT FROM PUBLISHER] |
