"I'm Not Thinking about It to Understand It, I'm Thinking about It to Do It": Students' Sensemaking Experiences from the Modern Dance Classroom

Autor/inn/en	Henley, Matthew; Conrad, Robin
Titel	"I'm Not Thinking about It to Understand It, I'm Thinking about It to Do It": Students' Sensemaking Experiences from the Modern Dance Classroom
Quelle	In: Journal of Dance Education, 23 (2023) 1, S.39-48 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-0824
DOI	10.1080/15290824.2021.1884870
Schlagwörter	Student Attitudes; Dance; Dance Education; Learning Theories; Higher Education; Movement Education; Curriculum Development; Equal Education; Educational Environment; Graduate Students; Undergraduate Students; Attention Control; Learning Processes + Suchen Sie Ihr Suchwort? Schülerverhalten; Tanz; Dance; Education; Tanzerziehung; Learning theory; Lerntheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bewegungsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Aufmerksamkeitstest; Learning process; Lernprozess
Abstract	This research explores the question: How do students describe their own sensemaking practices in the postsecondary modern dance classroom? Based on semi-structured interviews with three postsecondary dance students at the first author's institution, this article presents individual accounts that capture students' perceptions of making sense of new movement material in a modern dance class. From the accounts, three themes emerged: implicit curriculum, the embodied mind, and the role of attention. We discuss these themes in relation to existing literature from learning theory and dance education and offer implications for creating an equitable learning environment. This research, which blends teacher self-study and qualitative inquiry, is intended to inform departmental practice and contribute situated perspectives to theories of learning in dance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01