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Dance Impressions : = The Power of Practice and Pedagogy on Adolescent Identity Formation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Dance Impressions :/
Reminder of title:	The Power of Practice and Pedagogy on Adolescent Identity Formation.
Author:	Radin, Susan Turner.
Description:	1 online resource (334 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29327926click for full text (PQDT)
ISBN:	9798841766728

Dance Impressions : = The Power of Practice and Pedagogy on Adolescent Identity Formation.
Radin, Susan Turner.

Dance Impressions :The Power of Practice and Pedagogy on Adolescent Identity Formation. - 1 online resource (334 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ed.D.)--Hofstra University, 2022.

Includes bibliographical references

This case study seeks to understand the meanings former students make of their participation in a dance program informed by holistic and feminist pedagogical principles. This case study was situated in a secondary public school in a suburban neighborhood outside of New York City. Ethnographic tools were used to examine in-depth experiences, impressions, and meanings of eight alumni who participated in the high school's dance program. Participants' perceptions of their dance practice, the meaning it held for them while practicing dance, and the influence it had, if any, on the formation of their identity were explored in this case study.Findings revealed the importance of a dance curriculum with a particular pedagogy on participants' identity construction; specifically on the development of their personal voice and expressivity, confidence, ability to collaborate, and appreciation for a diversity of perspectives and abilities. Practicing dance with this pedagogy promoted the social and emotional well-being of participants, expanded their views about dance, increased their technical abilities, and enhanced personal creativity. The case study revealed the importance of a safe space and a supportive learning culture to participants' well-being and identity construction.This research contributes to the discourse about the benefits of dance for personal development in secondary education. It highlights the importance of including holistic and feminist pedagogy in dance to promote learning and well-being, especially for students suffering from anxiety and depression. It underscores the value of providing opportunities for students to safely explore their identities through diverse dance forms and artistic practices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841766728Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

AdolescenceIndex Terms--Genre/Form:

542853
Electronic books.

Dance Impressions : = The Power of Practice and Pedagogy on Adolescent Identity Formation.
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504 $a Includes bibliographical references
520 $a This case study seeks to understand the meanings former students make of their participation in a dance program informed by holistic and feminist pedagogical principles. This case study was situated in a secondary public school in a suburban neighborhood outside of New York City. Ethnographic tools were used to examine in-depth experiences, impressions, and meanings of eight alumni who participated in the high school's dance program. Participants' perceptions of their dance practice, the meaning it held for them while practicing dance, and the influence it had, if any, on the formation of their identity were explored in this case study.Findings revealed the importance of a dance curriculum with a particular pedagogy on participants' identity construction; specifically on the development of their personal voice and expressivity, confidence, ability to collaborate, and appreciation for a diversity of perspectives and abilities. Practicing dance with this pedagogy promoted the social and emotional well-being of participants, expanded their views about dance, increased their technical abilities, and enhanced personal creativity. The case study revealed the importance of a safe space and a supportive learning culture to participants' well-being and identity construction.This research contributes to the discourse about the benefits of dance for personal development in secondary education. It highlights the importance of including holistic and feminist pedagogy in dance to promote learning and well-being, especially for students suffering from anxiety and depression. It underscores the value of providing opportunities for students to safely explore their identities through diverse dance forms and artistic practices.
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