Dialogical Practices in Teaching Choreography
Since its inception, the choreography curriculum has adhered to traditional modernist aesthetics. Yet since the 1950s many artists have undermined traditional definitions of the artist and of the work of art and moved in directions aligned with dialogical aesthetics. The latter aesthetics has informed the development of the author's choreography teaching practices for ten years. Elaborating on these developments, the author draws comparisons between modernist and dialogical aesthetics, hoping to show that “cutting edge” change is possible these days in choreography curricula for higher education, and that the direction of dialogical aesthetics provides one avenue along which to cut.
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Document Type: Research Article
Publication date: 01 September 2009