Titlebook: Embodied Curriculum Theory and Research in Arts Education; A Dance Scholar‘s Se Susan W. Stinson Book 2016 Springer International Publishin

小隔间

Susan W. StinsonA unique collection of articles by this pioneer scholar in dance education.With an introduction by the author, updated articles and postscripts to highlight new developments.Offers insights on curricu

压倒性胜利

Landscapes: the Arts, Aesthetics, and Educationhttp://image.papertrans.cn/e/image/307999.jpg

OVERT

巨头

Anmol Mathur,Ajay Khunteta,Atul Kumar Verma larger questions like, “In whose interest?” and “What’s worth knowing?” She concludes that education of the lived body should be central in the curriculum for not only dance education, but arts education generally.

backdrop

,Working with an Azure Cosmos DB Database,t arise from their teaching: embodiment as it relates to dance research and to online learning, and maintaining high expectations for critical and reflective thinking in light of the developmental levels of students.

Musket

沟通

Cloves Carneiro Jr.,Tim Schmelmerrecognizing what is being given up and what is being gained with one’s curricular choices. “Moving towards possibility” has to do with going beyond the curriculum as it is and imagining what might be. Throughout, the author models the process through rigorous critique of her own values and assumptions.

Servile

From Monolithic to Microservice,challenges many of her own core values. Rejecting the mantle of “expert,” she expresses the hope that exposing and probing her own questioning process will give others courage to engage in this process as well.

grotto

Monitor and Manage Performance and Health, on research questions and methodologies selected to pursue them. The author examines and challenges not only ideas in the reports, but also her own professional choices during a long career as dance educator and researcher.

Uncultured

Storing Runtime Data in Azure Redis Cachen escape from the everyday world. At the same time, the students saw themselves as outsiders in terms of the professional dance world, perceiving it as consisting of fixed values with little chance for change. The researchers discuss their findings in the context of socio-cultural structures and draw implications for teaching young women dancers.