Abstract
In this practical dance workshop, modeled on case studies with school children and pre-service teachers, we explore the similar nature of dance and education: as acts of transgression and change, and as efforts to enter into dialogue with the world – John Dewey’s pragmatic as well as Gert Biesta’s post-structuralist view on education. Applying Susan Stinson’s dance teaching method, we explore the basic elements of creative dance: body, space, time and force. No previous experience needed, improvising and composing, we draw on the participants’ imagination of movement and power of initiative, dancing in an educational setting and probing what knowledge, abilities, and attitudes we gain from this. As world-wide conference attendees, we thus explore the possible relevance of an art form such as creative dance in everyday school life, as a mode of aesthetic experiencing, and as a way of building ethically charged relationships facing each other’s otherness, thus attending to issues of democracy and coexistence in an urging global society. We highlight education’s aesthetic, ethical, relational and existential dimensions in a challenging world calling upon us, as teenage learners around the world massively and urgingly do, for dialogue, with the world, materially and socially, for survival.
Presenters
Paul MoermanUniversity lecturer / PhDl student, Art and Education / Art Education, Södertörn University / University of Jyväskylä, Stockholms län, Sweden
Details
Presentation Type
Theme
KEYWORDS
Dance/art as Experience, Aesthetic Literacy, Aesthetics and Ethics in Education
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