Dancing the Cross-Lateral: Variations on a Brain Dance Theme
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Informa UK Limited
Abstract
This article reflects on observations as a dance pedagogue, adapting Gilbert’s BrainDance to a range of learning and teaching opportunities in intergenerational classroom contexts. Initially applied in an early childhood education context, BrainDance provided a point of departure into conversations and observations with teachers on how the children moved, took risks or not, within their Early Childhood Center. Findings from the initial project inspired my adaptation of BrainDance elements into an entire lesson for undergraduate dance students, as a structure for a primary school drama class warm-up, and for a circle-based warm-up for a class of adults age 65+ in their fitness and training program. Using Schön’s praxis of reflection-on-action, this article proposes the intergenerational links that may inspire or inform dance teachers, educators, curriculum designers, or physical activity facilitators. I propose that crossing the midline, the lifespan line, parallels moving with young and old—spanning generational dance praxis.Description
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Journal of Dance Education, ISSN: 1529-0824 (Print); 2158-074X (Online), Informa UK Limited, 1-6. doi: 10.1080/15290824.2024.2360894
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© 2024 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.