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Kinesthesia and Cultural Affordances: Learning Physical and General Kinetic Concepts in a Tertiary-Level Contemporary Dance Classroom

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Title: Kinesthesia and Cultural Affordances: Learning Physical and General Kinetic Concepts in a Tertiary-Level Contemporary Dance Classroom
Language: English
Authors: Matthew Henley, Robin Conrad
Source: International Journal of Education & the Arts. 2024 25(5).
Availability: International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Dance, Kinesthetic Perception, Dance Education, Undergraduate Students, College Faculty, Student Attitudes, Teacher Attitudes, Needs Assessment, Cultural Influences, Kinetics, Learning Processes, Cultural Context, Physical Mobility, Physical Education
ISSN: 1529-8094
Abstract: In this study, we frame learning in the tertiary-level contemporary dance class as a process of developing culturally situated shared patterns of skilled action and attention through dynamic engagement with kinetic experience. Extending existing scholarship on dance learning, we adopt the framework of cultural affordances to understand the developmental relationship between physical and general categories of attention during the learning process. Based on qualitative analysis of student and teacher interviews, we contend that the dance classes were laboratories in which cross-domain mapping (physical and general) was leveraged to develop students' kinetic and attentional skills. Understood in this way, the physical concepts and the general concepts worked in a helical fashion, cycling through dynamic engagement with kinetic experience and the development of attentional awareness, not as pure repetition, but as a progression toward more complex, skilled, and nuanced ways of moving.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1419372
Database: ERIC
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  Data: In this study, we frame learning in the tertiary-level contemporary dance class as a process of developing culturally situated shared patterns of skilled action and attention through dynamic engagement with kinetic experience. Extending existing scholarship on dance learning, we adopt the framework of cultural affordances to understand the developmental relationship between physical and general categories of attention during the learning process. Based on qualitative analysis of student and teacher interviews, we contend that the dance classes were laboratories in which cross-domain mapping (physical and general) was leveraged to develop students' kinetic and attentional skills. Understood in this way, the physical concepts and the general concepts worked in a helical fashion, cycling through dynamic engagement with kinetic experience and the development of attentional awareness, not as pure repetition, but as a progression toward more complex, skilled, and nuanced ways of moving.
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