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Notating Dances from Films: A Method in Hungarian Ethnochoreology
Get PDFAchievements of Hungarian ethnochoreology are due in large part to results of processing fieldwork data primarily using dances captured on films. Hungarian dance researchers historically have focused on notation as the primary tool for conducting analysis of traditional Hungarian dances. After a short review of how Laban’s kinetography achieved the status of the appreciated tool in the Hungarian dance research methodology, the author details the advantages of notating dances from films, but also the possible obstacles to which the notator may face when the only means of movement information is the moving picture. Best practices for doing notation analysis from films are provided. Solutions for silent films, to satisfy a demand to restore the original dance and music synchrony, are discussed as well. The paper provides a proposed workflow for how to best prepare manuscripts for completion and clarity, and thoughts about which analytical points of view to consider when dances are notated from film
Intercultural teaching and learning in dance and visual arts: Co-creating an artistic-educational space among South African children and artist-educators from Cape Town and Copenhagen
Get PDFThis paper explores a one week dance/visual arts project with 9-10 year old children from Black and Coloured townships that took place at the [blinded for review] Arts Centre in Cape Town, South Africa in February 2017. The project is run by an intercultural group of artist-educators and researchers residing in Denmark and South Africa. In the project the children explore ideas of the climate, seasons and elements of nature and see how they both make and receive imprints in the world. It thereby casts light on what children can learn through artistic-educational collaborations about their environment and life in general. The paper illuminates what expressions and experiences become possible in the co-created and ‘lived space’ (van Manen, 1990) of this place through ‘videographic participation’ and dialogues that include arts-based methods (Jones & Leavy, 2014) in both a critical (Apple, 2013) and embodied learning perspective (Wright, 2010; Danuser & Sabetti, 2001). A hermeneutic-phenomenological approach (van Manen, 1990) is used as a starting point for collecting ‘lived experiences’ of all the participants from the project week. Narratives in written and visual formats contribute to exploring what is specific about the space being created, what its purpose for the different participants is, what is specific about the place, what possibilities this place gives for the artistic teaching and learning processes, and what all this leads to from the perspectives of the children. The overarching question guiding both the teaching and the research methodology being: how to give the children a voice in all aspects of the project
Navigating the Shores: Troubling Notions of the Teacher as Researcher
Get PDFThis article examines how graduate students in a semester-long research course, a capstone experience in a master’s program in teaching and learning, came to redefine what counts as educational research. The students were challenged to conduct a research project, while also exploring how their ideas about teaching and research delimited their work. This inquiry revealed a central paradox in education research—that by calling for more teacher voice in research we may liberate teachers and students to do their work differently, while also perpetuating narrow colonial conceptions of what it means to be a teacher and conduct teacher research. The author argues that in order to decolonize teaching and research, students need opportunities to develop a political analysis that will help expose the contradictions that abound in schools, universities, and society
Calling in the Self: Centering Socially Engaged Buddhism in Critical Pedagogy Through Personal Narrative
Get PDFThis essay troubles notions of critical pedagogy that promote binary and fragmented conceptions of identity and oppression, which tend to be hyper-rational and outward-focused. Socially Engaged Buddhism has much to offer critical pedagogy because it challenges the notion of a separate self, engaging in the work of justice and movement-building. It is as an embodied way of inner knowing that invites dis-identification with a separate self, thereby experiencing the self as interconnected. It also provides insight into the root causes of violence and oppression and a mechanism by which we can purify the root causes to avoid replication in new, subtle, and subversive ways. Critical pedagogy without embodied, contemplative practices create the illusion of systemic and structural change. Without awareness into the ways that our ego mind centers and re-centers a separate self, we unconsciously operate from a place of self-interest and self-protection, furthering individualism at the expense of collective liberation. This essay intentionally engages contemplative personal narrative to model the power of self-awareness in Socially Engaged Buddhism and the practice of calling in the self through insights gained by the author. I call for a more embodied, self-reflective approach to critical pedagogy at the individual level to support deeper and more sustained systemic transformation and movement building
Rethinking Student Conduct: An Appreciative Advising Approach
Get PDFStudent conduct administrators often meet with students who have violated their university’s policies or code of conduct. Many times, these students may feel like bystanders throughout the conduct process and could develop feelings of resentment or discontent with their institution or hearing officer. A new approach to student conduct administration utilizing the Appreciative Advising model presents an opportunity to engage students through conduct hearings to promote learning, community engagement, and overall satisfaction with the student conduct process
Cultivating connections: Growing internationalization in your university
Get PDFInternational student outreach should encompass all aspects of librarianship. A necessary step in this process includes aligning engagement efforts with those of the larger academic institution. At the University of Tennessee in Knoxville, one of the most prominent campus-wide initiatives has been making the campus “Ready for the World.” This paper outlines methods of integrating the library into the larger university outreach goals for internationalization, including the integration into existing programs, co-hosting international events, and offering independent library programs to serve international initiatives
Retiring 2055: Evolution and education in a long library career
Get PDFAs a librarian at the beginning of her career, the author considers possible near and far-term futures for libraries and librarianship. In this conference proceeding she will discuss her views on the evolving roles of libraries and librarians, possible gap areas in professional development, and possibilities for preparing for evolving patron needs. In exploring the possible future of libraries, the proceeding will examine the views of professional literature, colleagues, and the author’s personal viewpoint. Discussion will include the importance of understanding data and the growing need to understand statistical analysis and software; how to utilize professional organizations and personal networks to address learning gaps; and best bet resources for individual learning pursuits
Making an impression @UTampaSpeech: A case study using Instagram at The University of Tampa’s Center for Public Speaking
Get PDFInstagram is one of the most widely used social networking sites for college students (Smith & Anderson, 2018). But using a medium because it is popular does not equate to effective use. During 2018-2019, The University of Tampa’s Center for Public Speaking performed an 11-month case study to assess our use of Instagram to examine whether it was the right platform for our communication center. We determined it was, and we offer “best practices” to use in the future and suggest other communication centers consider performing case studies of their own to assess their use of social media.