Hostname: page-component-745bb68f8f-cphqk Total loading time: 0 Render date: 2025-01-15T17:52:11.623Z Has data issue: false hasContentIssue false
  • English
  • Français

Teaching Dancers to Think Historically: Multidisciplinarity in Dance History Pedagogy

Published online by Cambridge University Press:  04 January 2013

Tresa Randall
Get access Rights & Permissions [Opens in a new window]

Abstract

The turn toward methodology and practice in higher education provides new incentive to reshape our pedagogical approaches. This presentation will advocate for teaching historical methods—specifically archival research and primary source analysis—in undergraduate dance history courses. While I argue that this approach has distinct pedagogical benefits, it also makes evident the disparity between asking students to think like dancers and asking them to think like historians and highlights the multidisciplinary nature of dance history.

Type
Research Article
Information
Congress on Research in Dance Conference Proceedings , Volume 41 , supplement S1: Global Perspectives On Dance Pedagogy: Research And Practice , 2009 , pp. 248 - 253
Copyright
Copyright © The Author(s) 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Works Cited

Berg, Shelley C. 1999. “The Sense of the Past: Historiography and Dance.” In Researching Dance: Evolving Modes of Inquiry, edited by Fraleigh, Sondra Horton and Hanstein, Penelope, 225–48. Pittsburgh, PA: University of Pittsburgh Press.Google Scholar
Brennan, Mary Alice, Dils, Ann, Hagood, Thomas K., and Kahlich, Luke. 2002. “Legacy and Graduate Education in Dance: What's Been ‘Left?’ What Are We Leaving?” Panel discussion at National Dance Education Organization conference Dance: A Living Legacy of Building Bridges, Providence, RI, June 26–30.Google Scholar
Carter, Alexandra. 2004. “Interacting with History: Reflections on Philosophy and the Pedagogy of Dance History.” Research in Dance Education 5 (2): 113–25.CrossRefGoogle Scholar
Carter, Alexandra. 2007a. “Dance History Matters in British Higher Education.” Research in Dance Education 8 (2): 123–37.CrossRefGoogle Scholar
Carter, Alexandra. 2007b. “Practising Dance History: Reflections on the Shared Processes of Dance Historians and Dance Makers.” In Re-Thinking Practice and Theory: Proceedings of the Society of Dance History Scholars International Symposium on Dance Research, 126–30. Birmingham, AL: SDHS.Google Scholar
Galbraith, V. H. 1964/2000. “Excerpt from An Introduction to the Study of History by C. A. Watts.” In Historians in History, edited by Tosh, John, 20–25. Harlow, England: Pearson Education Limited.Google Scholar
Hammergren, Lena. 2004. “Many Sources, Many Voices.” In Rethinking Dance History: A Reader, edited by Carter, Alexandra, 20–31. New York: Roudedge.Google Scholar
Hanstein, Penelope. 1999. “From Idea to Research Proposal: Balancing the Systematic and Serendipitous.” In Researching Dance: Evolving Modes of Inquiry, edited by Fraleigh, Sondra Horton and Hanstein, Penelope, 22–61. Pittsburgh, PA: University of Pittsburgh Press.Google Scholar
Kant, Marion. 2004. “German Dance and Modernity: Don't Mention the Nazis.” In Rethinking Dance History: A Reader, edited by Carter, Alexandra, 107–18. New York: Roudedge.Google Scholar
Lunenfeld, Marvin. 1999. “‘The Play's the Thing’: Students Write Historical Fiction.” In Perspectives on Teaching Innovations: Teaching to Think Historically, 103–10. Washington, DC: American Historical Association.Google Scholar
Morris, Gay. 2009. “Dance Studies/Cultural Studies: Dance, the Disciplines, and Interdisciplinarity.” Dance Research Journal 41 (1): 82–100.CrossRefGoogle Scholar
Randall, Tresa. 2008. “Throwing Myself Back to That Time: Dancing in the Archive.”In Looking Back, Moving Forward.” Society of Dance History Scholars Conference Proceedings, 147–150. Birmingham, AL: SDHS.Google Scholar
Stinson, Susan W. 2006. “Research as Choreography.” Research in Dance Education 7 (2): 201–9.Google Scholar
Tomko, Linda J. 2005. “Teaching Dance History: A Querying Stance as Millennial Lens.” In Teaching Dance Studies, edited by Chazin-Bennahum, Judith, 91–113. New York: Roudedge.Google Scholar