Fellow MAPP students,
As I ponder ways in which to engage with others in the field of dance pedagogy in module two, I am struck by and have been toiling with the idea to look deeper into if and how pedagogical practices can be transferable over the arts and outside of the studio.
Part of Dewey's theory that states 'all material must be relatable'. This catapulted the idea for me. What are we teaching the students during dance class that they can take with them into daily life, relate to their daily activities, skills that may assist in the development of their 'sovereign toolbox'? (just made that up!) Sovereignty in the sense of self-actualization and connection with self. Making autonomous decisions with awareness and the ability for self-care. I realize this may be a loose interpretation of what Dewy meant, but one can never know where a brainstorming session will take one.
How do the skills the teachers and students learn become embodied in a way that accompanies the dancer or artist through life? What about into other careers they might have? Then I wonder - would dance, visual art and music all have transferable skills, or separate skillsets that offer other ways to navigate life?
The necessity of embodied knowledge becomes even clearer as a kinesthetic learner myself. I find myself using skills from class in my daily life that have been refined by the need to teach them. Postural corrections to ease tension based on my awareness of Alexandre Technique. Breathwork. Gait analysis of myself, and even my own children! Even my balance has gotten better as a teacher then in my early 20s, honing my craft as I impart my experience based knowledge and refine my demonstration. Transforming conceptions implies that learning is not about the material learned, but about the process of altering conceptions, becoming progressively wiser and better, resulting in autonomy.
I have to laugh to myself as I read about Positivist and Non-Positivist theory. I used to be more right and wrong in my approach to life, but life has changed that. Teaching has changed that. I see now I agree more with Non-Postivist theories and an embodied way of living rather than dualism. So much more to discover. This is part of studying the MAPP that makes me feel more alive and engaged. Selfishly self-discovering and perhaps contributing to our community with idea sharing and ramblings like this one? Realizing how using this non-postivist approach assists every student, every body, in their unique attributes and requires me to be present to guide them to their best personal outcome. The nuances of teaching have become a tool that create opportunities for me as the educator to apply them personally and hone my skills further while at the same time instructing the student and providing potential opportunities for their growth. Mutual symbiosis?
Maybe all this reflection on our practice is helping to fill our sovereign toolbox and find a home for our pedagicial practice? Hopefully on the way helping my students find a home for the tools they learn as they move forward in life, which ever path they choose to follow: stage manager, semstress, carpenter, lawyer, nurse, physiotherapist, theatre artist or dancer educator, the list in endless.
In what ways do you feel this idea of transferable skills might be applicable to your field of study? I would love to listen to your insights.
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