The study addresses a gap in the dance-health1 literature by exploring creative dance from the perspective of a non-dancer and health care practitioner. The findings contribute to further understanding the body from a sociological perspective, recognizing dance as culturally constructed. This is a qualitative research study drawing on critical and reflexive ethnographic methods. The themed findings suggest that social and intersubjective relations are key in this dance-health practice. The dance artists, conceptualized as guides within the study, help to facilitate in others a heightened awareness of somatic and subjective lived body experience. The study provokes debate about the meaning and relevance embodiment has for health and care practitioners.
This book explores consent as a foundational principle to guide practices and policies in university level performing arts education. It includes descriptions of the structural power dynamics present in educational spaces as well as tools for defusing them. It adapts the consent-forward protocols that are foundational to intimacy training in order to apply them to classroom and rehearsal spaces across performing arts disciplines.
This includes opening lines of communication, actively discussing personal boundaries and modeling behavior that respects those boundaries. Additionally, the book uses experiential reflections to address the real-world challenges that teachers face as they work to reshape their teaching habits and processes to include consent practices.
