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Motif Creation based on Movement Content: A Proposal for Developing Traditional Dance Education
Full text linkTraditional dance is considered today as preserving established spatial–rhythmical patterns without the liberty to create new ones. The paper introduces an approach based on the analysis of spatial changes in dance to interpret content at an abstract level to discover the underlying movement concepts. The content is discovered via the analysis of several legényes motifs by original Hungarian dancers. The concepts are used as foundations to create new patterns by contemporary dancers, which still represent all the hidden features of traditional dancing but may reflect individual creativity. The results suggest a direction of progression where the foundation of development is the movement analysis with the organically connected dance notation and the interpretation of content present new sense in dance, to manifest the creative mind of dancers. The approach is expected to revitalize the true, in a good sense competitive nature of traditional dancing
Book Review: A Writing Center Practitioner’s Inquiry into Collaboration: Pedagogy, Practice, and Research
No full textThis book review offers a critical examination of Georganne Nordstrom's A Writing Center Practitioner’s Inquiry into Collaboration: Pedagogy, Practice, and Research.
The Science Behind Learning: Practical Applications of Curiosity, Sociality, and Emotion in Communication Center Consultations
Full text linkHow humans learn is a topic explored by many disciplines. Eyler (2018) synthesized research from diverse fields such as developmental psychology, anthropology, and cognitive neuroscience to identify themes important for understanding the science behind learning. Three of these principles have important relevance for center work: curiosity, sociality, and emotion. This paper explores practical strategies, based on these three principles, that consultants in communication centers can use to enhance learning and better assist students.Keywords: communication centers, consulting, science of learning, curiosity, sociality, emotio
Transforming Communication Centers from IDEA places to IDEAL spaces
No full textCommunication Centers have traditionally been supportive campus places where students receive training and assistance with their communication skills. They are also often places where Inclusion, Diversity, Equity and Access (IDEA) principles are transformed into practice. This manuscript issues an invitation: that we intentionally expand those efforts further and transform our Communication Centers from IDEA places into IDEAL spaces by Leveraging the power of our students, our stories, and our collective good work. We can further advocate for and support campus and community diversity, equity, access, and inclusion efforts by crafting spaces that intentionally celebrate belonging and embrace hidden disabilities, such as speech anxiety and neurodiversity. This manuscript examines the literature, encourages reflection, and offers tips to enhance our good work. These efforts will strengthen our impact, outreach, and advocacy efforts while empowering students to leverage their authentic experiences and stories.
The Importance of Antiracism in Speaking Center Pedagogic Materials: “Neutral” is No Longer Neutral
Full text linkAcademia has placed issues of racism at the forefront of revising institutionalized policies and practices, which has naturally bled into communication centers as well. Specifically at the University of North Carolina Greensboro’s Speaking Center, recent formation of an Antiracist Values Committee, as well as former research completed by its members, have governed antiracist efforts. As one resource to students, the University of North Carolina Greensboro’s Speaking Center offers tip sheets. These tip sheets are pamphlets that cover numerous communication-related topics from introductions to group cohesion. Because these resources are meant to be continually accessible to students and faculty, including elements of antiracism would be highly generative in these materials. However, at present, some reconfiguration of the ideologies behind their creation and language structure are required
Book Review: The Trauma-Sensitive Classroom: Building Resilience with Compassionate Teaching
No full textA guide to trauma-sensitive K-12 teaching might not seem an obvious reference for a college Communication Center. But this book, The Trauma-Sensitive Classroom, offers the tools we need to help college students regain their footing at the end of 2021, a year of intense change and trauma. Broadly, the book is a reminder that trauma is widespread among our students and colleagues, and that Communication Centers can serve as resources and allies to traumatized members of our communities. Patricia Jennings offers us terminology, assessments, checklists, and practices for a mindful approach to this work
Active learning classroom design and student engagement: An exploratory study
Full text linkThree student engagement measures were collected for a class taught by an experienced instructor in two active learning classrooms with dissimilar seating arrangements. Student perception of engagement was similar between the learning spaces. However, instructor perception and researcher observation indicated greater engagement in the classroom with mobile tables compared to the classroom with mobile desks. STROBE classroom observations indicated qualitatively different student-to-student (8% greater), student-to-instructor (3% greater), and student self- (6.5% less) engagement in the mobile table classroom over the mobile desks classroom. Instructor and student perceptions may interact to affect student engagement with various designs of active learning classrooms
Editorial: Innovation for Transformation
Full text linkEditorial Team: Jennifer L. Bloom, Catherine A. Buyarski, Amanda Propst Cuevas, Rusty Fox, Ye He, and Kara Marie Woodle
Hopeful Innovation in Teaching and Learning
No full textThis paper lays the foundation for experiential learning to be identified as an innovative practice in student learning. Additionally, the inclusion of certain components of experiential learning bring about the natural settings in which a Freirian hope exists for teachers and students alike during and after the learning process. We draw upon these five common approaches to experiential learning: active learning, problem-based learning, project-based learning, service-learning, and place-based learning. We explore how these experiential learning approaches develop innovative thinking in students and teachers, bringing about hope for improvement in education. Specifically, we provide an analysis of the strengths of three specific components common to all of these approaches: roles of teachers and students, inquiry, and reflection. We acknowledge oppositions to our arguments by offering counter-arguments and solutions to these points of view that point towards a better system of accountability for public education. We share current research supporting experiential learning in order to make the connection between innovation and Freire’s idea of radical hope. With innovative practices in student learning comes the development of innovative thinkers, and this results in a more hopeful future for education and society overall because the students of today solve the societal and environmental problems of today and tomorrow. Our hope as authors is that readers will be aware of their own state of unfinishedness as they consider our suggestions
Labanotation is Creative: How a Systems Perspective Reveals Generativity in Dance Notation and its Archives
Full text linkLabanotation is commonly viewed as a purely quantitative form of description. Because of the preoccupation in the world of professional and educational dance on the individual’s act of movement invention, scholars often overlook Labanotation’s systemic creativity. Scholarship to date has more commonly discussed Motif Notation and Creativity. However, when studied in light of Csikszentmihalyi’s ‘systems model of creativity’ as an integrated environment of individual, field, and domain, Labanotation shows itself to be a vehicle for creativity. Recognition of the creativity of notators, notation technologists, and stagers can benefit the field if it is recognized and articulated. This article combines historical analysis and qualitative analysis of present-day creative notation work. It discusses examples drawn from an archival collection of Labanotation materials that explain various ways in which Labanotation promotes creativity. The examples discussed draw upon archival materials to Doris Green’s system for notating African dance and drumming, the technological innovation of Lucy Venable’s software program LabanWriter, and the creative re-framing of an authentic restaging of excerpts from Anna Sokolow’s Rooms by Valarie Williams