Alive, Responsive, and Integrated: Toward Intentional Language in the Dance Technique Class

By Rebecca Gose.

Published by The International Journal of Arts Education

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Article: Print $US10.00
Article: Electronic $US5.00

This article originates from the precept that in addition to pedagogical content, the language that serves as the primary delivery mechanism of that content has an equal impact on the student. Instructional language serves as a mirror of a teacher’s belief sets and biases and is a primary currency for determining the kind of environment, relationships, and learning that is engendered in any learning situation, including the dance technique class. Working from this complexity, this paper offers a framework for intentional instructional language, framed as language literacy, for dance educators to consider. Informed by research in such areas as dance science, psychology, critical pedagogies, and education theory, this model is intended to foster a richer, more conscious interplay with instructional language that carries both content and intention, fostering the opportunity for teachers to revisit and reflect upon their language choices and their yoked pedagogical priorities.

Keywords: Dance Education, Postsecondary Education, Teacher Communication

The International Journal of Arts Education, Volume 12, Issue 4, pp.19-37. Article: Print (Spiral Bound). Article: Electronic (PDF File; 814.281KB).

Prof. Rebecca Gose

Associate Professor, Dance, University of Georgia, Athens, GA, USA

Rebecca Gose performed with Garth Fagan Dance from 1988-1993, touring the US and abroad, including many colleges and universities, the Spoleto Festival, Carlton Dance Festival (Brazil), and New Zealand Festival of the Arts, and the world premiere of Griot New York, with collaborators Wynton Marsalis and Martin Puryear at the Brooklyn Academy of Music. She subsequently worked in arts education as a teaching artist and artistic design consultant for the Leonard Bernstein Center for Learning through the Arts while also performing and producing her own choreography. Rebecca holds an M.F.A. in Dance from the University of Washington. She is currently an Associate Professor of Dance at the University of Georgia, where she teaches modern technique and dance pedagogy. Currently, she continues to perform, both regionally and nationally, as well as write for scholarly publication in dance education, primarily in the areas of motor learning and somatics.