This qualitative study investigated the lived experiences of six community college dance students. The theoretical framework of social cognitive career theory was used but was modified to include only the tenets most frequently cited in the literature that directly influenced the career identity of dancers particularly in relation to their…

Dance as physical activity (PA) is underinvestigated, with little information about artistic technical dance in public schools. This study aimed to use the System for Observing Dance Activities in the Classroom Environment (SODANCE) instrument to report PA levels, time spent in moderate to vigorous PA (MVPA), time spent in different lesson…

Microaggressions have a pervasive presence in everyday interactions in the United States (Sue et al. 2007a, 2007b). It is not enough to identify, neutralize, or even delete microaggressions; they must be eradicated through microprogressions and conscious, everyday decisions that move society closer to anti-racist ideals. The dance classroom is a…

In her efforts to present her students with material that is socio-culturally informed, current, and ultimately liberatory, dance educator Cara Hagan has developed methods of engagement across levels of study. These methods honor voices of color, dance styles derived from various diaspora, and mitigate the censure and control of the dancing body…

This article presents how guided core reflection can be used in tertiary dance education, and how this approach may support the professional development of novice dance teachers. During the final stages of their studies, a three-stage procedure of guided core reflection developed for this study with an emphasis on embodiment was conducted with…

Mirror visual feedback increases neural activity, enhances performance, and induces neuroplasticity; however, mixed results have been observed during the learning of motor skills. While mirrors are commonplace in Western dance education, further research is needed to determine how mirrors are used when learning dance phrases. This study measured…

Choreography is an important and challenging educational objective in dance courses. However, most previous technology-enhanced learning studies for dance education mainly focused on students' dance skills, while the issue concerning the approaches to promoting students' choreographic performance has generally been ignored. To address this issue,…

In the past a typical performance situation consisted of a proscenium stage, performers on the stage and audience seated somewhere in the front. In today's technological age, audiences are prone to watching performance on their smart devices. This live-disconnect between the audience and performer/performance has affected the industry on multiple…

In this paper, we deploy Foucault's theories of power to interrogate body politics in ballet training in Zimbabwe. To achieve this, we critically examine instances of ballet-related discourse-induced docility occurring in the Afrikera Professional Dance Training (APDT) students' bodies during training. From a Foucauldian perspective, we…

Community dance has been used as an arts-based approach in healthcare, key for expression in populations who may not typically have access to dance. This study sought to conduct an empirical exploration of family caregivers' perceived psychosocial wellbeing when regularly participating in community dance classes. Community dance can be defined as…

Postsecondary dance technique teachers negotiate extensive physical demands throughout their careers. As they rise through the academic ranks, their bodies age, and with age sometimes comes limited mobility, decreasing strength, and injuries. Further, mental and emotional processes and self-perceptions sometimes change in response to diminishing…

This article addresses the notion of touch and its constitutive role in the participatory sense-making process (de Jaegher and Paolo 2007) of play and dance improvisation. It is argued that touch is always relational, as it continuously changes the contours of self, other(ness), and world(ing). It is therefore surprising that touch traditionally…

The central question in this paper is: What kind of knowledge is acquirable in the process of copying dance via a video? This question is approached through choreographic practice, teaching and learning experiences, as well as theoretical research. Subjects that are raised include the transmission of embodied knowledge in digital environments, the…

In embracing lingocentric educational methods, dance has reinforced dichotomous thinking and traditional dualities of mind/body and language/movement. Formal structures of critical responses to choreography have left out reflective methods that are generative, embodied, and participatory and those that challenge lingocentric methods of feedback.…

This article investigates sustaining dance education in light of the Syrian Civil War, exploring questions such as: How might dance education continue when one is in exile? What happens when exile, dance, and education intersect? This article seeks to untangle these broad queries in relation to the experiences of three dancers from Syria--Sara,…