Embodied collaborative writing in graduate dance education.

Area of Science:

• Dance Education
• Kinesiology
• Embodied Cognition

Background:

• Graduate dance courses often separate theoretical knowledge from embodied practice.
• Integrating somatic experiences with academic study is crucial for holistic understanding.
• Current pedagogy may not fully leverage the potential of embodied writing in dance.

Purpose of the Study:

• To explore the application of embodied writing in graduate dance education.
• To investigate how embodied writing can enhance teaching, learning, and research presentation.
• To examine the integration of anatomical, social, and experiential dimensions of the dancing body.

Main Methods:

• A graduate dance course, "The Dancing Body in Motion," was utilized.
• Embodied writing practices, including learning journals and performance ethnography, were employed.
• A dialogue format combining instructor notes, student journal entries, and reflections was used.

Main Results:

• Embodied writing facilitated the integration of mind-body, material-social body, and practice-theory.
• The dialogue format offered a unique, embodied presentation of course experiences.
• Student and instructor reflections highlighted the transformative potential of the approach.

Conclusions:

• Embodied writing is a valuable pedagogical tool in graduate dance education.
• This methodology promotes a more holistic and integrated understanding of the dancing body.
• Embodied writing can effectively bridge theory and practice in dance research and presentation.