Abstract
In her transition from a long professional career in dance education and research to an unknown future, the author questions, “How do we create what we will become out of what we have been?” She finds that the significant life roles in her past have not so much been abandoned but rather transformed into the person she is becoming in the next phase of her life. In this essay, she shares reflections on how her life in dance became part of her teaching, how both became incorporated into her understanding of research, and how all are related to the larger project of living.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Dans-och cirkushögskolan, DOCH, now part of Stockholm University of the Arts.
References
Bond, K., & Stinson, S. W. (2007). “It’s work, work, work, work”: Young people’s experiences of effort and engagement in dance. Research in Dance Education, 8(2), 155–183.
Bresler, L. (2006). Embodied narrative inquiry: A methodology of connection. Research Studies in Music Education, 27, 21–43.
Buber, M. (1955). Between man and man (M. Friedman, Trans.). Boston: Beacon.
Buber, M. (1958). I and thou (2nd ed.) (R. G. Smith, Trans.). New York: Scribner.
Dils, A. H., & Stinson, S. W. (2009). Teaching research and writing to dance artists and educators. In T. Randall (Ed.), Global perspectives on dance pedagogy: Research and practice. Proceedings of the Congress on Research in Dance 2009 Special Conference (pp. 151–165). Leicester: DeMontfort University.
Freire, P. (1983). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York: Continuum.
Greene, M. (1978). Landscapes of learning. New York: Teachers College Press.
Grumet, M. R. (1988). Bitter milk: Women and teaching. Amherst: University of Massachusetts Press.
Grumet, M. R. (1989). The beauty full curriculum. Educational Theory, 39(3), 225–230.
McNiff, J. (2013). Action research: Principles and practice (3rd ed.). London: Routledge.
Risner, D., & Stinson, S. W. (2010). Moving social justice: Challenges, fears and possibilities in dance education. International Journal of Education and the Arts, 11(6). Retrieved 19 Nov 2013, from http://www.ijea.org/v11n6/
Stinson, S. W. (1985). Curriculum and the morality of aesthetics. Journal of Curriculum Theorizing, 6(3), 66–83.
Stinson, S. W. (1988). Dance for young children: Finding the magic in movement. Reston: American Alliance for Health, Physical Education, Recreation and Dance.
Stinson, S. W. (1995). Body of knowledge. Educational Theory, 45(1), 43–54.
Stinson, S. W. (2001). Choreographing a life: Reflections on curriculum design, consciousness, and possibility. Journal of Dance Education, 1(1), 26–33.
Stinson, S. W. (2002). What we teach is who we are: The stories of our lives. In L. Bresler & C. Thompson (Eds.), The arts in children’s lives (pp. 157–168). Dordrecht: Kluwer.
Stinson, S. W. (2005). Teaching ethical decision making to prospective dance educators: An action research project. In L. Overby (Ed.), Dance: Current selected research, 5 (pp. 1–58). Brooklyn: AMS.
Stinson, S. W. (2006). Research as choreography. Research in Dance Education, 7(2), 201–209.
Stinson, S. W. (2009). Music and theory: Reflecting on outcomes-based assessment. In T. Randall (Ed.), Global perspectives on dance pedagogy: Research and practice. Proceedings of the Congress on Research in Dance 2009 Special Conference (pp. 194–198). Leicester: DeMontfort University.
Stinson, S. W. (2013). What’s worth assessing in K-12 dance education? [8 pp.]. In S. W. Stinson, C. Svendler Nielsen & S. -Y. Liu (Eds.), Dance, young people and change: Proceedings of the daCi and WDA Global Dance Summit. Taiwan: Taipei National University of the Arts, July 14th–20th 2012. Retrieved 19 Nov 2013, from http://www.ausdance.org
Stinson, S. W. (2015). Rethinking standards and assessment. In S. Burridge & C. Svendler Nielsen (Eds.), Dance education around the world: Perspectives on dance, young people, and change (pp. 107–116). Abingdon: Taylor & Francis.
Wasser, J. D., & Bresler, L. (1996). Working in the interpretive zone: Conceptualizing collaboration in qualitative research teams. Educational Researcher, 25(5), 5–15.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Stinson, S.W. (2016). Dance/Teaching/Research: The Practice of Living (2015). 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_20
Download citation
DOI: https://doi.org/10.1007/978-3-319-20786-5_20
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-20785-8
Online ISBN: 978-3-319-20786-5
eBook Packages: EducationEducation (R0)