Everyday Dance Narratives: Visual Biography and Creative Movement Pedagogies with Refugee Youth

Autor/inn/en	Dhillon, Karamjeet K.; Ulmer, Jasmine B.
Titel	Everyday Dance Narratives: Visual Biography and Creative Movement Pedagogies with Refugee Youth
Quelle	In: Journal of Dance Education, 22 (2022) 3, S.206-210 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ulmer, Jasmine B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-0824
DOI	10.1080/15290824.2021.1912350
Schlagwörter	Movement Education; Dance Education; Teaching Methods; Refugees; Creative Activities; Music; Story Telling; Physical Activities; Personal Narratives; Curriculum Development; Relevance (Education); Children; Youth; Photography; Visual Aids + Suchen Sie Ihr Suchwort? Bewegungsbildung; Dance; Education; Tanzerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Flüchtling; Musik; Erlebniserzählung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Relevance; Relevanz; Child; Kind; Kinder; Jugend; Jugendlicher; Jugendalter; Fotografie; Anschauungsmaterial
Abstract	This practice-based article illustrates how dance education pedagogies can help refugee youth adjust to new settings. To support refugee youth in narrating aspects of belonging in their everyday lives, this article offers pedagogies for creative movement that unfold through multiple stages. As developed in the first author's dissertation study and shared here, the teaching exercise includes walk stories, storyboarding, still frames, sequencing, music, props, and dance. The different elements come together into visual autobiographical narrations, or finales of created movement. By creating movement that is meaningful, children and youth are able to shape curricula in relevant ways that respond to and reclaim their lived experiences. Significantly, this pedagogical exercise offers opportunities for children and youth to explore local communities through creative movement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01