Dancing Mind, Minding Dance encompasses a collection of pivotal texts published by scholar and researcher Doug Risner, whose work over the past three decades has emphasized the significance of social relevance and personal resonance in dance education. Drawing upon Risners breakthrough research and visionary scholarship, the book contextualizes critical issues of dance making in the rehearsal process, dance curriculum and pedagogy in 21st-century postsecondary dance education, the role of dance teaching artists in schools and community environments, and dance, gender, and sexual identity, especially the feminization of dance and the marginalization of males who dance.
This book concludes with Risners prophetic vision for employing reflective practice in order to address social justice and inclusion and humanizing pedagogies in dance and dance education throughout all sectors of dance training and preparation. Beginning with his first book, Stigma and Perseverance in the Lives of Boys Who Dance (2009), Risner has distinguished himself as the leading education researcher, scholar, and practitioner to improve young dancers education and training and in humanistic ways. The book will appeal to dance educators and teachers, dance education scholars and researchers, choreographers, parents and care-givers of dance students, and those who work as teaching artists, arts administrators, private sector dance studio directors and teachers, as well as arts education researchers and scholars broadly. The chapters in this book, except for a few, were originally published in various Taylor & Francis journals.
Dancing Mind, Minding Dance encompasses a collection of pivotal texts published by scholar and researcher Doug Risner, whose work over the past three decades has emphasized the significance of social relevance and personal resonance in dance education.
Introduction Part 1: Dance Making Pedagogies in the Rehearsal Process
1.
Exploring Dance Rehearsal: The Neglected Issues Revealed
2. Voices Seldom
Heard: The Dancer's Experience of the Choreographic Process
3. Making Dance,
Making Sense: Epistemology & Choreography Part 2: Curriculum and Pedagogy in
21st Century Postsecondary Dance
4. Dance Education Matters: Rebuilding
Postsecondary Dance Education for Twenty-first Century Relevance and
Resonance
5. Weaving Social Foundations in Dance Pedagogy: A Pedagogy of
Uncovering
6. Troubling Methods-Centered Teacher Production: Social
Foundations in Dance Education Teacher Preparation
7. Leadership Narratives
in Postsecondary Dance Leadership: Voices, Values and Gender Variations Part
3: The Role of Dance Teaching Artists in Dance Education
8. Hybrid Lives of
Teaching Artistry: A Survey of Teaching Artists in Dance
9. The Credential
Question: Attitudes of Dance and Theatre Teaching Artists
10. Preparation,
Policy and Workplace Challenges of Dance Teaching Artists in P-12 Schools:
Perspectives from the Field Part 4: Dance, Gender, and Sexual Identity
11.
Rehearsing Masculinity: Challenging the Boy Code in Dance Education
12.
Bullying Victimization and Social Support of Adolescent Male Dance Students
13. Gender Problems in Western Theatrical Dance: Little Girls, Big Sissies
and the "Baryshnikov Complex
14. Men in Dance, Bridging the Gap Symposium:
Gender Inequities in Dance Education: Asking New Questions Part 5: Reflective
Practice, Social Justice, and Humanizing Dance Pedagogy
15. Motion and
Marking in Reflective Practice: Artifacts, Autobiographical Narrative, and
Sexuality
16. Moving Social Justice in Dance Pedagogy: Possibilities, Fears
and Challenges
17. Activities for Humanizing Dance Pedagogy: Immersive
Learning in Practice
Doug Risner (PhD, MFA) is a distinguished faculty fellow and professor of Dance and directs the MA in Theatre and Dance: Teaching Artistry program in the Maggie Allesee Department of Theatre and Dance at Wayne State University, Detroit, USA. He conducts research in the sociology of dance training and education, gender in dance, curriculum theory and policy, social foundations of dance pedagogy, online learning, and web-based curriculum design. His books include Stigma and Perseverance in the Lives of Boys Who Dance (2009); Hybrid Lives of Teaching Artists in Dance and Theatre Arts: A Critical Reader (2014); Gender, Sexuality and Identity: Critical Issues in Dance Education (2015): Dance and Gender: An Evidence-Based Approach (2017); Dance, Professional Practice, and the Workplace (2020); and Ethical Dilemmas in Dance Education: Case Studies on Humanizing Dance Pedagogy (2020), which received the 2021 NDEO Ruth Lovell Murray Award for Dance Education and the 2021 Susan W. Stinson Book Award. His most recent edited volumes include Dancing Across the Lifespan: Negotiating Age, Place and Purpose (2022) with Pam Musil and Karen Schupp and Masculinity, Intersectionality and Identity: Why Boys (Dont) Dance (2022) with Beccy Watson.
Jennifer McNamara (MFA) is an assistant professor of Dance at Mercyhurst University, Erie, USA. Following a twenty-year career as a ballet dancer, she was an adjunct professor at Middle Tennessee State University, Murfreesboro, USA, and taught for New Dialect, Metro (Nashville) Parks and Recreation Dance Division, and the School of Nashville Ballet. A certified Pilates instructor, Jennifer explores the relationships between foundational and aesthetic movement choices; she is also an advocate for justice in dance education. She is a past recipient of the Individual Artist Fellowship (Dance) from the Tennessee Arts Commission, has designed and built costumes, and has been published in Arts Education Policy Review and Masculinity, Intersectionality and Identity: Why Boys (Dont) Dance, edited by Doug Risner and Beccy Watson. Jennifer earned her MFA in Dance from Hollins University, Roanoke, USA.
