Abstract
According to results of a national survey on graduate dance programs in the USA, questions about research and how best to incorporate it into graduate education are timely. The co-authors describe a model for teaching research and writing to graduate students in dance which they began implementing and refining over a 5-year period beginning in 2004. The model entwines scholarship, teaching, and artistry. Dils and Stinson reflect on two issues that arise from their teaching: embodiment as it relates to dance research and to online learning, and maintaining high expectations for critical and reflective thinking in light of the developmental levels of students.
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- 1.
The MFA (Masters of Fine Arts) degree is a 3-year residential program with emphasis in choreography. Our MA students may choose a concentration in Dance Education (available only for part-time students, delivered mostly online), Choreography, or Theories and Practices.
- 2.
In our presentation, we alternated in presenting our remarks. We have indicated the speaker here only when necessary for understanding. Throughout our presentation, we included Powerpoint slides that helped organize and reinforce our remarks. Where appropriate, these have been integrated into our text.
- 3.
Student work is used with permission but authors are intentionally not identified.
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Dils, A.H., Stinson, S.W., Risner, D. (2016). Teaching Research and Writing to Dance Artists and Educators (2009). In: Embodied Curriculum Theory and Research in Arts Education. Landscapes: the Arts, Aesthetics, and Education, vol 17. Springer, Cham. https://doi.org/10.1007/978-3-319-20786-5_14
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DOI: https://doi.org/10.1007/978-3-319-20786-5_14
Publisher Name: Springer, Cham
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