This paper focuses on the working relationship between the director of an HE institute in the UK, and an artist-researcher navigating the higher education dance working environment and motherhood. The paper draws on personal experiences, sections labelled "vignettes" that highlight a tension faced by the individual and reflects on how…

The article analyses the current prospects for the use of Internet technologies in the area of study 'Choreography and Dance' in the field of higher education and professional e-Learning. The work aims to determine how students studying 'Choreography and Dance' perceive the impact of online education on the formation of subject-specific…

Creativity is an inherent element of contemporary dance and is frequently cited as a key pedagogical objective of higher education dance training. Nevertheless, there is little writing about the means by which dance teachers understand, recognize, and subsequently assess creativity at the higher education level. We undertook semistructured…

Dance education in the twenty-first century has started to shift with the evolution of contemporary dance techniques and the introduction of more holistic somatic practices into dance training. Nowadays, the idea of developing 'professional self-sufficiency' is at the heart of the learning experience for young dancers. We believe that in response…

In the paper the problem of using effective web-based technologies and tools in teaching choreography in British higher education institutions has been discussed. Researches on the usage of web-based technologies and tools for practical dance courses in choreographers' professional training at British higher education institutions by such British…

Dance has been a discipline in higher education in the UK for nearly 35 years; the first programme was introduced at the Laban Centre in 1975. The breadth of features that have come to characterise dance in the academy during this time have arguably been enriched by a permeability between the varied ideas that have come to be part of its maturing…

This paper was originally presented as a keynote address to the Conference on Research on Dance (CORD) held at De Montfort University, Leicester England in 2009. The themes of the conference, global perspectives on dance pedagogy: research and practice, are considered, particularly in relation to the interwoven nature of the relationships between…

In response to concerns about the place and nature of dance history in British higher education curricula, a database was compiled of representative but significant examples of modules which focused directly on the teaching and learning of history, or had history as a key component. An analysis is presented of these modules in terms of the place…

PALATINE, the Higher Education Academy Subject Centre for Dance, Drama and Music, received dedicated HEFCE funding (2003-2004) to address issues surrounding graduate employability, particularly focusing on the distinctive features of the labour market in the performing arts and creative industries. In the world of the Arts, the job market is very…

Uses the author's experiences as a performer, choreographer, artistic director, and teacher to investigate the notion of the performer's presence in dance, providing examples from her teaching a graduate module in performance making (choreography) to illustrate how performance practice and poststructuralist theory can influence each other. Three…

This study proposes a new paradigm for the learning and teaching of choreography in the tertiary sector. It is based on the rationale that the choreography curriculum for the twenty-first century should be broad and balanced, and that tertiary students will benefit from a range of skills, knowledge and understanding germane to possible future…

This essay discusses issues of cultural difference in dance studies and presents specific pedagogical strategies for engaging the students' embodied knowledge as a research tool in both historical and cross-cultural investigations. (Contains 2 notes.)

Issues concerning arts in higher education are considered in discussion papers, group reports, and recommendations from the fifth seminar of the Leverhulme Programme of the Study into the Future of Higher Education. In "The Issues," Peter Brinson and Ken Robinson suggest that the arts are vitally important for the quality of national…