The value of sharing practitioner wisdom in a learning and teaching context for training contemporary dancers in a conservatoire
This article sets out to interpret the experience of three practitioners who are engaged with higher education contemporary dance training. It outlines an investigation into how the sharing of their teaching practices and approaches has allowed them to gain further insight into concerns they share between them. They will advocate the value of sharing practitioner wisdom and will explain how their teaching practices are supported by a non-hierarchical, dialogical student–teacher environment. The three practitioner voices will be heard as they move through the binary decisions that present themselves as they engage in a framework of sharing and renewing.
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Document Type: Research Article
Affiliations: Trinity Laban Conservatoire of Music and Dance
Publication date: December 1, 2016
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- This journal focuses on the relationship between dance and somatic practices, and the influence of this body of practice on the wider performing arts. The journal will be aimed at scholars and artists, providing a space for practitioners and theorists to debate the work, to consider the impact and influence of the work on performance, the interventions that somatic practices can have on other disciplines and the implications for research and teaching.
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