東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Choreographic Ways of Knowing as Gen...

Vogelstein, Lauren.

Linked to FindBook

Google Book

Amazon

博客來

Choreographic Ways of Knowing as Generative Site for Stem Learning, Design, and Analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Choreographic Ways of Knowing as Generative Site for Stem Learning, Design, and Analysis./
Author:	Vogelstein, Lauren.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	157 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
Subject:	Dance. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30192761
ISBN:	9798352946725

Choreographic Ways of Knowing as Generative Site for Stem Learning, Design, and Analysis.
Vogelstein, Lauren.

Choreographic Ways of Knowing as Generative Site for Stem Learning, Design, and Analysis. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 157 p.

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ph.D.)--Vanderbilt University, 2022.

Across three studies and empirical papers, this dissertation focuses on the ways embodied, choreographic sense-making practices can expand the means and ends of STEM learning with respect to mathematics and computation. Specifically, this work demonstrates how practices for developing rule-based improvisational choreography map generatively onto mathematical and computational concepts. The first empirical paper traces different approaches by young students and STEM educators to reenact ensemble choreography and illuminates how reenacting choreography can function as a design method, mathematical activity structure, and method of Interaction Analysis. This analysis demonstrates the mathematical and computational potential of choreographic reenactment and development by showing how ensemble learning can hybridize practices from dance and mathematics. The second empirical paper highlights the generative ways a quartet of professional dancers engaged in the same mathematical reenactment activity as described in the first empirical paper by drawing on an ethnographic study of these dancers' professional practices. The primary discovery of this work was a practice the dancers referred to as "physical research," which demonstrates how bodies moving in response to each other can support agentic forms of learning that foreground interpersonal relations. Analyzing the use of physical research during the reenactment activity demonstrates the expansiveness of choreographic practices for supporting ensemble discoveries in hybrid disciplinary activities. The third empirical paper describes new methods for engaging in design research by using a design collaboration with dancers from the second empirical paper as a case study to demonstrate the necessary link between changes in design practices and changes in analytic practices. Our analytic collaboration made visible how engaging in physical research helped learners see each other's movements as contributions to respond to physically, grounding their contributions in an ethos of care and collectivity embedded within the computational structures students physically generated together. These three empirical papers explore how embodied theories of learning, informed by the expressive and artistic practices of dancers and choreographers, can reframe what is learned in STEM learning environments, how it can be learned collectively, and who is involved in expanding the pedagogical and design implications of this work.

ISBN: 9798352946725Subjects--Topical Terms:

610547
Dance.
Subjects--Index Terms:

Embodiment

Choreographic Ways of Knowing as Generative Site for Stem Learning, Design, and Analysis.
LDR:03822nmm a2200433 4500 001 2400958
005 20241007100317.5
006 m o d
007 cr#unu||||||||
008 251215s2022 ||||||||||||||||| ||eng d
020 $a 9798352946725
035 $a (MiAaPQ)AAI30192761
035 $a (MiAaPQ)0242vireo1355Vogelstein
035 $a AAI30192761
035 $a 2400958
040 $a MiAaPQ $c MiAaPQ
100 1 $a Vogelstein, Lauren. $3 3771020
245 1 0 $a Choreographic Ways of Knowing as Generative Site for Stem Learning, Design, and Analysis.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 157 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
500 $a Advisor: Hall, Rogers;Brady, Corey.
502 $a Thesis (Ph.D.)--Vanderbilt University, 2022.
520 $a Across three studies and empirical papers, this dissertation focuses on the ways embodied, choreographic sense-making practices can expand the means and ends of STEM learning with respect to mathematics and computation. Specifically, this work demonstrates how practices for developing rule-based improvisational choreography map generatively onto mathematical and computational concepts. The first empirical paper traces different approaches by young students and STEM educators to reenact ensemble choreography and illuminates how reenacting choreography can function as a design method, mathematical activity structure, and method of Interaction Analysis. This analysis demonstrates the mathematical and computational potential of choreographic reenactment and development by showing how ensemble learning can hybridize practices from dance and mathematics. The second empirical paper highlights the generative ways a quartet of professional dancers engaged in the same mathematical reenactment activity as described in the first empirical paper by drawing on an ethnographic study of these dancers' professional practices. The primary discovery of this work was a practice the dancers referred to as "physical research," which demonstrates how bodies moving in response to each other can support agentic forms of learning that foreground interpersonal relations. Analyzing the use of physical research during the reenactment activity demonstrates the expansiveness of choreographic practices for supporting ensemble discoveries in hybrid disciplinary activities. The third empirical paper describes new methods for engaging in design research by using a design collaboration with dancers from the second empirical paper as a case study to demonstrate the necessary link between changes in design practices and changes in analytic practices. Our analytic collaboration made visible how engaging in physical research helped learners see each other's movements as contributions to respond to physically, grounding their contributions in an ethos of care and collectivity embedded within the computational structures students physically generated together. These three empirical papers explore how embodied theories of learning, informed by the expressive and artistic practices of dancers and choreographers, can reframe what is learned in STEM learning environments, how it can be learned collectively, and who is involved in expanding the pedagogical and design implications of this work.
590 $a School code: 0242.
650 4 $a Dance. $3 610547
650 4 $a Mathematics education. $3 641129
650 4 $a Curriculum development. $3 684418
653 $a Embodiment
653 $a Math learning
653 $a Ensemble learning
653 $a Computational learning
653 $a Interaction analysis
653 $a Design based research
653 $a Participatory design research
690 $a 0280
690 $a 0727
690 $a 0378
710 2 $a Vanderbilt University. $3 1017501
773 0 $t Dissertations Abstracts International $g 84-05A.
790 $a 0242
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30192761