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Social media and the undergraduate f...

Morgan, Ilana.

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Social media and the undergraduate female dancer: Internet, embodied cognition, dance education, and the extended technological self.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social media and the undergraduate female dancer: Internet, embodied cognition, dance education, and the extended technological self./
Author:	Morgan, Ilana.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	193 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	Dance. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3712716
ISBN:	9781321897289

Social media and the undergraduate female dancer: Internet, embodied cognition, dance education, and the extended technological self.
Morgan, Ilana.

Social media and the undergraduate female dancer: Internet, embodied cognition, dance education, and the extended technological self. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 193 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--Texas Woman's University, 2015.

This item is not available from ProQuest Dissertations & Theses.

The purpose of this research was to study the ways in which undergraduate female dance students describe their educative, dance, and internet experiences in order to develop pedagogical questions about how to teach and prepare dance students at the college level who are experiencing a technologically shifting world. This inquiry connects interview data from 16 undergraduate female dancers with established posthuman, embodied cognition, and feminist theory that questions gender, internet technology, and the body. An open-ended interview process and coded analysis were used to assist with data examination and interpretation.

ISBN: 9781321897289Subjects--Topical Terms:

610547
Dance.

Social media and the undergraduate female dancer: Internet, embodied cognition, dance education, and the extended technological self.
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245 1 0 $a Social media and the undergraduate female dancer: Internet, embodied cognition, dance education, and the extended technological self.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 193 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Includes supplementary digital materials.
500 $a Adviser: Linda Caldwell.
502 $a Thesis (Ph.D.)--Texas Woman's University, 2015.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a The purpose of this research was to study the ways in which undergraduate female dance students describe their educative, dance, and internet experiences in order to develop pedagogical questions about how to teach and prepare dance students at the college level who are experiencing a technologically shifting world. This inquiry connects interview data from 16 undergraduate female dancers with established posthuman, embodied cognition, and feminist theory that questions gender, internet technology, and the body. An open-ended interview process and coded analysis were used to assist with data examination and interpretation.
520 $a This study finds that most participants describe experiencing movement of the body, a strong sense of identity and subjectivity, and a deep connection with friends and the world at large when engaged with internet activities. As a result of the participants' use of embodied metaphor when describing their online experiences, their online activities were interpreted as being understood by them as sensorimotor experiences. This type of understanding, which is also found in posthuman and embodied cognition theory, helps one to envision the edges of the body as extended, scaffolded, or in bloom with the internet environment as well as with the technologies with which it is engaged.
520 $a This study also found that most participants described their undergraduate dance education and dance knowledge acquisition as deeply intertwined with their online activities. Participants described their visions of their current and future selves as dancers as being dependent on their ability to connect with others as they create and share information about themselves online. These findings helped conclude that, for many in this study, their internet activities were deeply important not only to who they were as people but also to what and who they could become in the future in the dance field.
520 $a This dissertation concludes by posing significant questions for consideration by dance education programs at the collegiate level. Emphasis is placed on the idea that, if undergraduate female students describe their internet activities as being central to their lives, their senses of themselves, their education, and their career goals, then their collegiate education must take into consideration this type of lived experience.
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773 0 $t Dissertation Abstracts International $g 76-11A(E).
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