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Cultural congruence and aesthetic ad...

Chang, Meg Holland.

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Cultural congruence and aesthetic adult education: Teaching dance-movement therapy in Seoul, Korea.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Cultural congruence and aesthetic adult education: Teaching dance-movement therapy in Seoul, Korea./
Author:	Chang, Meg Holland.
Description:	399 p.
Notes:	Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1666.
Contained By:	Dissertation Abstracts International63-05A.
Subject:	Dance. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3052868
ISBN:	0493676694

Cultural congruence and aesthetic adult education: Teaching dance-movement therapy in Seoul, Korea.
Chang, Meg Holland.

Cultural congruence and aesthetic adult education: Teaching dance-movement therapy in Seoul, Korea. - 399 p.

Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1666.

Thesis (Ed.D.)--Columbia University Teachers College, 2002.

The cultural congruence of dance-movement therapy, a psychophysical form of aesthetic adult education, was studied in the context of teaching adults in Korea. The purpose of the study was to design and implement a 12-week course in dance-as-healing in order to examine those aspects of theories, teaching methods, and practices of dance-movement therapy that were, or were not, applicable in an East Asian culture.

ISBN: 0493676694Subjects--Topical Terms:

610547
Dance.

Cultural congruence and aesthetic adult education: Teaching dance-movement therapy in Seoul, Korea.
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100 1 $a Chang, Meg Holland. $3 1252924
245 1 0 $a Cultural congruence and aesthetic adult education: Teaching dance-movement therapy in Seoul, Korea.
300 $a 399 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1666.
500 $a Sponsor: Victoria Marsick.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2002.
520 $a The cultural congruence of dance-movement therapy, a psychophysical form of aesthetic adult education, was studied in the context of teaching adults in Korea. The purpose of the study was to design and implement a 12-week course in dance-as-healing in order to examine those aspects of theories, teaching methods, and practices of dance-movement therapy that were, or were not, applicable in an East Asian culture.
520 $a Qualitative research methodology was used for this case study, including transcript analysis of interviews with participants, post-fieldwork observation of class videotapes, and analysis of field-work journal entries. The study was bounded by the setting, a private seminar of 20 self-selecting mental health professionals, educators, and graduate students in Seoul, Korea. The 12-week course conformed with the graduate education standards of the American Dance Therapy Association for Alternate Route Training. The education intervention was designed and implemented by the researcher.
520 $a The study is a preliminary exploration that supports development of a conceptual framework for intercultural education in creative arts therapy. Comparing the findings to the literature of aesthetic adult education confirmed that participants were motivated by wanting to know more about themselves through dance-movement therapy, and were forming their identities as dance-movement therapists consistent with the field.
520 $a Aspects of dance-movement therapy found to be culturally congruent were experiential teaching methods and use of dance as a psychophysical healing modality. Analytic and verbally self-disclosing aspects of the dance-movement therapy canon were not culturally congruent, although participants perceived their learning as a form of self-knowledge and therapy. Implications are that an individual focus on self-exploration leads to confusion of whether the class is therapy or education, and whether dance-movement therapy is an artistic/expressive or scientific/psychological discipline.
520 $a The concept of the <italic>habitus</italic>—embodied predisposition—indicated societal conditions that influenced local application of dance-movement therapy. Further, aesthetic adult education provides a social action context for dance-movement therapy to redress the perception of dance and therapy as elite activities. Rather than proposing dance as universal, further research into fostering underlying practices of dance as healing that are culturally congruent with local knowledge is suggested.
590 $a School code: 0055.
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650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Physical. $3 1018000
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710 2 0 $a Columbia University Teachers College. $3 1250841
773 0 $t Dissertation Abstracts International $g 63-05A.
790 $a 0055
790 1 0 $a Marsick, Victoria, $e advisor
791 $a Ed.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3052868