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Story Dances: Identity and Power in the Dance Classroom

Story Dances: Identity and Power in the Dance Classroom

Julia Ann Crawford
Copyright: © 2019 |Pages: 27
ISBN13: 9781522559818|ISBN10: 1522559817|EISBN13: 9781522559825
DOI: 10.4018/978-1-5225-5981-8.ch011
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MLA

Crawford, Julia Ann. "Story Dances: Identity and Power in the Dance Classroom." Healing Through the Arts for Non-Clinical Practitioners, edited by Jenny Bopp, et al., IGI Global, 2019, pp. 166-192. https://doi.org/10.4018/978-1-5225-5981-8.ch011

APA

Crawford, J. A. (2019). Story Dances: Identity and Power in the Dance Classroom. In J. Bopp, A. Grebe, & J. Denny (Eds.), Healing Through the Arts for Non-Clinical Practitioners (pp. 166-192). IGI Global. https://doi.org/10.4018/978-1-5225-5981-8.ch011

Chicago

Crawford, Julia Ann. "Story Dances: Identity and Power in the Dance Classroom." In Healing Through the Arts for Non-Clinical Practitioners, edited by Jenny Bopp, Amy M. Grebe, and Joanna Hope Denny, 166-192. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5981-8.ch011

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Abstract

The motivation of this chapter is to add to the literature about the practice of teaching dance with a critical and somatic approach and to contribute to illuminating the reality of negotiating power in the dance classroom and the complexity of the influence of cultural values on this dynamic. This chapter reflects on the process of teaching a dance curriculum that explores identity to three different cultural groups in order to gain knowledge of best practices for nurturing somatic authority and providing meaningful choice opportunities while developing dance skills.

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