Handle With Care: A Pedagogical Theory of Touch in Teaching Dance Technique Based on Four Case Studies
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Date
2002-12
Authors
Collen, Robin Latshaw
Journal Title
Journal ISSN
Volume Title
Publisher
Texas Woman's University
Abstract
The purpose of this study was to investigate how human touch may be
used within a modern dance technique class to facilitate effective teaching ,and
learning. This inquiry was based on two initial assumptions: (a) touch is an
effective teaching and learning tool for modern dance, and (b) a modern dance
technique class defines its own culture within which pedagogical touch can be,\
natural and integral experience.
Two qualitative traditions of inquiry were used: the phenomenological
study and the multiple case study. Fieldwork took place at four institutions of
higher education. Methodology centered on interviews, participant observation,
and questionnaires. Memos \Vere written from transcribed interviews,
questionnaires, and videotaped observations. A list of relevant coding categories
of emergent themes was developed. Nel Noddings' theory of care in moral
education was used as an initial framework for a theory models approach to
analysis and interpretation of the data. Laban Movement Analysis was used as
an analytical tool. The effective use of touch requires teachers to acknowledge their own
philosophies of teaching and learning, and to recognize the importance of
students' backgrounds with touch and dance. In this context teachers develop
environments for learning through touch. Teachers mentor touch, enabling
students to fully engage in the learning process as touchers and touchees.
Teachers develop methods for integrating touch into the flow of their classes. An
emphasis on student-to-student-touch experiences engages students in tactile
dialogue, providing students with practice in caring, paying attention, remaining
flexible, cultivating relationships, searching for appropriate responses, and
kinesthetic empathy. A pedagogical theory of touch was developed. Three core constructs are:
(a) the inside/outside nature of dancing, and of learning movement; (b) the
importance of student histories; and the significance of intentional touch. The
necessity for teachers to account for these foundational elements to insure the
effective use of touch, was stressed.
Meta-dance Practice is a teaching and learning theory which was developed
in this study. This theory-which describes and explains touch-based teaching
and learning experiences that move beyond dance technique--resides within the
paradigm of constructivist learning and embodies themes of moral education.
Description
288 pages