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Structuring collaborative improvisat...

Felton, Lori Gabrielle.

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Structuring collaborative improvisation: Reflections from contact improvisational dance.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Structuring collaborative improvisation: Reflections from contact improvisational dance./
作者:	Felton, Lori Gabrielle.
面頁冊數:	72 p.
附註:	Chair: Avril Thorne.
Contained By:	Dissertation Abstracts International62-08B.
標題:	Dance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3024574
ISBN:	0493363041

Structuring collaborative improvisation: Reflections from contact improvisational dance.
Felton, Lori Gabrielle.

Structuring collaborative improvisation: Reflections from contact improvisational dance. - 72 p.

Chair: Avril Thorne.

Thesis (Ph.D.)--University of California, Santa Cruz, 2001.

This study investigated the pedagogical practices used in teaching collaborative improvisation in the contact improvisational dance form. The overarching question addressed was how teachers teach dancers to collaboratively improvise. More specifically, I questioned how teachers help students to establish and sustain intersubjectivity. The study reported here draws from a broader ethnographic study situated in the San Francisco Bay Area contact improvisational dance community, and reports on twenty-two classes taught by fifteen teachers that were documented verbatim. Fifteen interviews explored instructors' teaching practices as well as their own phenomenological experience dancing. The findings indicated three core strategies were central to teaching collaborative partners to establish and sustain their shared engagement. The first strategy involved establishing a jointly shared pattern of attention specific to the dance form. The second strategy involved teaching metacommunicative skills to help support participants' own, their partners, and their shared involvement. The third strategy involved engaging students in re-imagining the nature, context, and quality of their shared interaction in order to help support the first two processes.

ISBN: 0493363041Subjects--Topical Terms:

610547
Dance.

Structuring collaborative improvisation: Reflections from contact improvisational dance.
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502 $a Thesis (Ph.D.)--University of California, Santa Cruz, 2001.
520 $a This study investigated the pedagogical practices used in teaching collaborative improvisation in the contact improvisational dance form. The overarching question addressed was how teachers teach dancers to collaboratively improvise. More specifically, I questioned how teachers help students to establish and sustain intersubjectivity. The study reported here draws from a broader ethnographic study situated in the San Francisco Bay Area contact improvisational dance community, and reports on twenty-two classes taught by fifteen teachers that were documented verbatim. Fifteen interviews explored instructors' teaching practices as well as their own phenomenological experience dancing. The findings indicated three core strategies were central to teaching collaborative partners to establish and sustain their shared engagement. The first strategy involved establishing a jointly shared pattern of attention specific to the dance form. The second strategy involved teaching metacommunicative skills to help support participants' own, their partners, and their shared involvement. The third strategy involved engaging students in re-imagining the nature, context, and quality of their shared interaction in order to help support the first two processes.
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