Dance As a Way to Bridge the Mind-Body Divide in Education
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This study addresses the mind-body dichotomy in movement and dance.
This book includes a description of the often-forgotten kinesthetic sense, body awareness, somatic practices, the body-based way of thinking, mental imagery, nonverbal communication, human empathy, and symbol systems, what occurs in the brain during learning, and why and how movement and dance should be part of school curricula. This exploration arguers that becoming more aware of bodily sensations serves as a basis for knowing, communicating, learning, and teaching through movement and dance.
This book will be of great interest to scholar and students interested in teaching methodology and for courses in physical education, dance, and education.
Table of Contents
Chapter 1: Combatting the Mind-Body Dichotomy
A Discussion of the Mind-Body Dichotomy
Making the Case for the Body Basis of Knowing--Pioneers
Accessing the Body Way of Knowing
Chapter 2: Sensory Reception and the Contributions to Body Knowledge
Human Sensory Systems
Human Sensation and the Mind-Body Connection
Applications to Learning Movement and Dance
Chapter 3: Connections between Body, Brain, Mind, and Thinking
The Body Way of Knowing
The Role of Attention
Chapter 4: The Role of the Body in Interpersonal Connections and Communications
Chapter 5: The Body, Movement, Dance, and Learning
Popular Learning Theories
Learning through the Arts
Chapter 6: In Conclusion
Sandra Cerny Minton is Co-Coordinator of the Dance Education MA Program at UNC, a program she created, and which was instituted in 2014.