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Somatic Movement Dance Education: A Feminist, Cognitive, Phenomenological Perspective on Creativity in Dance

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posted on 12.05.2020 by Rebecca Weber, Rebecca Weber

This chapter poses the following questions:

• How do embodied cognitive processes support creativity in dance making?

• What cognitive psychological theories underpin the use of somatic practices in creativity?

• What distinguishes the pedagogical environment of Somatic Movement Dance Education from traditional dance education?

• How does the SMDE environment promote autonomous, creative dance making capacities?

Funding

This research was funded by a Leverhulme Trust Research Project Grant for “In the Dancer’s Mind: Creativity, Novelty, and the Imagination;” Coventry University’s Centre for Dance Research, Chancellor’s Fund, and Centre for Global Engagement; the Rebecca Skelton Fund; and the MARCS Institute at the University of Western Sydney.

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University of Auckland

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