Imaging the Future: An Autoethnographic Journey of Using a Guided and Cognitive-Specific Imagery Intervention in Undergraduate Release-Based Contemporary Dance Technique

Autor/inn/en	Ritchie, Ashleigh; Brooker, Fiona
Titel	Imaging the Future: An Autoethnographic Journey of Using a Guided and Cognitive-Specific Imagery Intervention in Undergraduate Release-Based Contemporary Dance Technique
Quelle	In: Research in Dance Education, 19 (2018) 2, S.167-182 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ritchie, Ashleigh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-7893
DOI	10.1080/14647893.2018.1467397
Schlagwörter	Undergraduate Students; Dance Education; Ethnography; Imagery; Intervention; Self Esteem; Educational Innovation; Cooperation; Teaching Methods; Time Management; Metacognition; Foreign Countries; Movement Education; United Kingdom + Suchen Sie Ihr Suchwort? Dance; Education; Tanzerziehung; Ethnografie; Metaphorik; Self-esteem; Selbstaufmerksamkeit; Instructional innovation; Bildungsinnovation; Co-operation; Kooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Bewegungsbildung; Großbritannien
Abstract	With Higher Education moving toward a student as consumer model, the future of dance in this context requires a more collaborative and innovative approach. One way to achieve this is to find new teaching methods that use class time in a more meaningful way. This qualitative research project used a guided and cognitive-specific imagery intervention to impact on undergraduate ballet students' skill acquisition in release-based contemporary dance to do just that. Drawing upon Jennifer Cumming and Sarah Williams' Revised Applied Model of Deliberate Imagery a new intervention was designed and tested. Through the use of semi-structured interviews, observations, and field notes this autoethnographic paper explores the impact of such an intervention both on the participants of the study and me as a teacher of release-based contemporary dance technique. The research findings have movement centred impacts such as faster embodiment of movement material as well as mind centred impacts including improved self-confidence and focus. The designed imagery intervention and its use in this context have training implications for release-based contemporary dance technique teachers that could allow for a more collaborative and innovative approach in the future of dance in Higher Education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01