A dominant perspective
on practice is that of the discipline. The discipline establishes the
conventional ways in which particular practices operate. For example, the
discipline of dance delineates both what dance practice ’is’ and ‘is not’. For
example, dance is not Quantum Physics …
.... or is it?
What if dance was accepted
as many things? If you like a ‘non-disciplinary’ recognition of its power and
value?
For me this idea opens
up new opportunities for practitioners and the latent capabilities of any
practice, not last, dance. The opportunities exist to reconsider ‘what is’ the
immutable qualities of the discipline, and to explore ‘what else’ could the
disciplinary qualities could be applied to; for learning, to foster
understanding, to gain new insights and to do many other things.
Take a look at John Bohannon: Dance vs. PowerPoint, a modest proposal and let me know what you
think.
Alan, This is so interesting!
ReplyDeleteI found this video on You Tube a few months ago and I had thought to use this concept for my artefact in Module Three - presenting my journey with the use of artistes as well as a powerpoint presentation. This excerpt provides us with visual evidence that arts can be used in more ways than the stereotypical value given of arts as entertainment.
Opening up the possibility of using the arts as a teaching and learning tool, surpassing the parameters of the conventional use of the arts is exciting! As you say, we can use the arts to gain new insights, to learn, to visualize, to play, to experiment, to research, to create and therefore to improve the quality of understanding throughout.
The value of arts is often undervalued and perhaps misunderstood. Learning how to educate others in the development of the arts and the value it holds for individuals and businesses is an interesting journey that I am about to embrace!
Best Wishes,
Jo
Outstanding! Summarises everything I have ever believed in. All education can be achieved through Dance. Psychological skills, social skills, academic skills, life skills can be explored and acquired in the Dance class. We learn through movement from the moment of conception in the womb. Most of our communication is non-verbal. Once the fascination with technology, and it is fascinating, abates a little, other disciplines will return to their rightful places on the world stage. As artists we either point out societies short comings or flow with the movements and mores of the times.
ReplyDeleteAlan,
ReplyDeleteThis was interesting. Great to see movement and dance is used as a visual aid for the sciences.
Although I found the dancers in John Bohannon: Dance vs Power Point a little distracting during his presentation, the 'Dance your Phd' students performing their 'work' in dance presented clear movement and patterns making their complex theory or subject easy to understand.
See the below link or google Dance your PhD
http://news.sciencemag.org/sciencenow/2012/10/dance-your-phd-finalists-announc.html
One of the PhD student's performed a piece called 'The choreography of the cancer proteome'.. A truly visual lesson.
This subject was reminiscent of a dance/PE class in my Secondary school (early 1970's) our task was to show 'popcorn' changing from kernels to the puffs which was a domestic science lesson. We experimented with 'space hoppers' and sounds.
I would clearly love to see power point presentations in corporate companies include dancers as visual aid.
Best wishes
Corinda
Love TED! will put this one up on the Libguide Writers tab. I think I did come across this when looking at the oral presentations. Presents a number of different ideas here. For example, how has our society continued to use movement for communication? I just read about street theatre in India being used as a way to combat violence to women. Has literacy or the advent of television de-skilled the population in terms of communication. Or do we need to look toward performance or visual training to re-engage us in multiple-sensory communication?
ReplyDelete