Dance literacy: An embodied phenomenon
Jones, Evan (2014) Dance literacy: An embodied phenomenon. In Barton, Georgina (Ed.) Literacy in the Arts : Retheorising Learning and Teaching. Springer, Switzerland, pp. 111-129.
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Literacy in dance involves conscious awareness of cognitive, aesthetic and physical activity along with the skills to articulate these activities as required in any given context. Dance literacy, perhaps uniquely, also entails unconscious, tacit, embodied knowledge within the holistic body, a corporeality: knowledge which is physically experienced but only articulated in the dance. The essence of this corporeality has a transcendent quality which contributes to the universality of dance. The degrees to which a dancer’s awareness is refined, the physical activity articulated and the embodied knowledge universal, will define the level of development of the dancer’s literacy. This literacy can be learned, though not every body and mind has equal capacity for development. If we wish to develop dance literacy, qualitatively encompassing more than dance technique, the art of learning must be carefully cultivated to allow the art of dance to flourish. The pathways of learning dance are individuated; transcendence is realised through the common experience that what we are learning is coming from within.
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|Item Type:||Book Chapter|
|Keywords:||Dance, Embodiment, Literacy, Corporeality, Dance technique|
|Subjects:||Australian and New Zealand Standard Research Classification > STUDIES IN CREATIVE ARTS AND WRITING (190000)|
|Divisions:||Current > QUT Faculties and Divisions > Creative Industries Faculty
Past > Schools > School of Media, Entertainment & Creative Arts
|Copyright Owner:||Copyright 2014 Springer International Publishing|
|Deposited On:||21 May 2014 01:28|
|Last Modified:||14 Dec 2015 05:45|
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