Choreographic Practice in Online Pedagogy

✍ Scribed by Peter J. Cook

• Publisher: Palgrave Macmillan
• Year: 2024
• Tongue: English
• Leaves: 294
• Series: Creativity, Education and the Arts
• Category: Library

✦ Synopsis

This book examines a creative approach to exploring choreographic practice artistically, theoretically, and pedagogically. It explores the interweaving of dance, dance teaching, dance onto-epistemologies, and choreography with a particular focus on creating dance with digital technologies. The idea of centring choreography in dance education fundamentally challenges typical conceptions of best practice in the preparation and delivery, appropriateness, and effectiveness of dance performance, teaching and learning experiences. It purposefully privileges creativity as a critical learning paradigm, extending the ways in which creativity studies are enriching performance scholarship as well as performance teaching. The book acknowledges the importance of the artist teacher nexus and presents choreographic practice as the centre of learning in dance, with a focus on digital platforms.

✦ Table of Contents

Series Editor’s Preface
Acknowledgements
Praise for Choreographic Practice in Online Pedagogy
Contents
Abbreviations
List of Figures
Chapter 1: Entering the Rhizome
Introduction
The Research Propositions
Research Proposition 1
Research Proposition 2
Research Proposition 3
Research Proposition 4
Research Proposition 5
Research Proposition 6
References
Chapter 2: Learning Through Technology in Dance
Introduction
Impact of Digital Technology on Dance
Development of Choreographic Practice and Digital Technology
Redefining Choreographic Practice on Screen
Social Dance Media
The First Wave of Digital Technology in Dance Education
Conclusion
References
Chapter 3: Centring Choreographic Practice in Dance Learning
Introduction
What Is Dance Education?
Emergence of Dance in Schools in Australia
The Australian Curriculum
Dance in the Australian Curriculum
Dance in Initial Teacher Education (ITE)
Connection Between Choreographic Practice and Education
Conclusion
References
Chapter 4: A/R/Tography as Theory
Introduction
Arts Research in Education Contexts
A/r/tographic Beginnings
A/r/tographic Methodology
The Theoretical Role of A/r/tographic Renderings
Contiguity
Living Inquiry
Metaphor and Metonymy
Openings
Reverberations
Excess
Connection to Poststructuralism
Understanding Poststructuralism
The Relationship of the Arts to Deleuze and Guattari
Rhizomatic Analysis and Ways of Understanding
Content and Expression
Conclusion
References
Chapter 5: Initial Ruptures of Choreographic Practice
Introduction
Defining Choreography
Origins of Dance
European Beginnings
The Romantic Era
Modern Dance Era
Early Modern (1880–1923)
Central Modern (1923–1946)
Late Modern (1946–1957)
Modern Dance Characteristics
Conclusion
References
Chapter 6: The Australian Dance Plateau
Introduction
Indigenous Dance
Bangarra Dance Theatre
The Australian Ballet
Australian Choreography About Australia
Gertrud Bodenwieser
Australian Dance Identity
Conclusion
References
Chapter 7: Theories of Choreographic Practice
Introduction
Research and Theory of Choreography
Relevant Dance Theorists
Choreography as Theory
Dance Analysis
Study of Action in Space/Time/Dynamics
Embodiment of Meaning
The Integral Role of the Audience
Choreography Through the Digital Lens
Choreographic Process Compared to the Research Process
Conclusion
References
Chapter 8: A Living Inquiry
Introduction
Qualitative Paradigm
Dance in A/r/tography
Rhizomatic Analysis
Conclusion
References
Chapter 9: Methods of Movement
Introduction
Overview of the Processes
Participants
Artist/Participants
Teacher/Participants
Researcher/Participant
Connecting, Collecting and Creating: Positioning the Researcher
Analysis
Analysing and Understanding the Choreographed Works
Applying A/r/tographic Renderings
Conclusion
References
Chapter 10: The Artists’ Works
Introduction
Process 1: Choreographing in a Non-contiguous Environment
Process 2: Provocations as Stimulus for Choreographing Through Digital Technology
Process 3: Choreographing Non-co-located Works
Artist/Participants
Choreographic Practice as Artistic Praxis Events
Process 1: Choreographing in a Non-contiguous Environment
Process 2: Provocations as Stimulus for Choreographing Through Digital Technology
Process 3: Choreographing Non-co-located Works
Conclusion
References
Chapter 11: Applying A/r/tographic Renderings to Artists’ Works
Introduction
Contiguity
Living Inquiry
Metaphor/Metonym
Openings
Reverberations
Excess
Presence
(Re)establishing Relationships
Choreographic Style
Negotiating Presence Digitally
Conclusion
References
Chapter 12: The Teachers’ Works
Introduction
Process 4: Processes in Choreography for Teaching and Learning in Dance
Teacher/Participants
The Teacher/Participants’ Dance Works
Duo
Group 1
Group 2
Group 3
Group 4
Group 5
Individual 1
Individual 2
Rhizomatic Analysis of Teacher/Participant Works
Conclusion
References
Chapter 13: Applying A/r/tographic Renderings to Teachers’ Works
Introduction
Contiguity in Process and Product, and Teaching and Learning
The Living Inquiry
Use of Metaphor
Openings
Reverberations
Excess
Presence: Researcher/Participant Input
Conclusion
References
Chapter 14: Space Time Dynamics
Introduction
Artist/Participants’ Responses to Space
Teacher/Participants’ Responses to Space
Artist/Participants’ Responses to Time
Teacher/Participants’ Responses to Time
Artist/Participants’ Responses to Dynamics
Teacher/Participants’ Responses to Dynamics
Conclusion
References
Chapter 15: Understanding the Multiplicities
Introduction
(Re)Tracing the Key Components
(Re)Propositions
Research Proposition 1
Research Proposition 2
Research Proposition 3
Research Proposition 4
Research Proposition 5
Research Proposition 6
Entwining the Understandings and the Research Questions
Responding to the Research Questions
Contributions/Limitations/Future Directions
Reverberations
References
Index