This research intended to identify effective teaching styles that nurture "creativity" in the teaching of dance choreography in Korea. This research is based on the first phase of research that identified choreographic knowledge as educational content aiming to cultivate creativity in the teaching and learning of dance choreography in…

The role of flow experience in a group creativity task, contemporary dance improvisation, was explored through qualitative content analysis. Our focus was upon the creative process itself, rather than upon creative outcomes. Six dancers took part in an improvisation workshop, reflecting on their creative practice and any associated flow. We…

Teaching the creative process through analysis and understanding of one's choreographic research inspires and motivates students to create their own meaningful movement.

In this paper, we discuss findings from a recent academic development project in which we engaged with students in an exploration of "how" they think and "what" they think about in the process of creating solo-authored choreography. The project emerged from a revisiting of the reflective frameworks identified in the validation…

A series of dance activities were introduced to preservice teachers (n = 76) to help them understand how mathematics concepts could be associated with dance performance and choreography processes. A total of 468 pieces of qualitative data were collected, including 147 online discussion entries with 248 follow-up comments, and 73 individual…

The questions that this paper poses are placed at the intersection of a Liberal Arts approach to education and the pedagogy of traditional Indian dance forms. These questions are explored through my ongoing pedagogical experiment with teaching the art of "abhinaya" in the university classroom. This paper charts the journey of exploring…

Reflection is not a new concept in the teaching of higher education and is often an important component of many disciplinary courses. Despite this, past research shows that while there are examples of rich reflective strategies used in some areas of higher education, most approaches to, and conceptualisations of, reflective learning and assessment…

Despite tertiary institutions acknowledging that reflective practice is an essential component of undergraduate dance teacher training, there is often a disparity between the tertiary students' reflective skills and the more sophisticated reflective ability needed to navigate the twenty-first-century workforce. This paper charts the evolution of a…

A team of researchers at De Montfort University's Centre for Excellence in Performance Arts has explored uses of technology in dance education. The wider context of dance and technology pedagogy includes research into dance, technologies, learning and teaching and the relationships between teaching and research. The paper addresses all of these…

Good teaching, at its core, is an intuitive practice. It is an art and craft in which, through vision, objectives, and planning, a teacher prepares for the teaching moment. Experienced teachers know that lesson plans and pre-planning though, no matter how finely crafted, only point the teacher and the student in a direction. As artist-educators…