Title:
Training Bodies to Matter
Authors:
Albright, Ann Cooper
Abstract:
This essay traces three different pedagogical situations in which I try to shift what I see as the negative corporeal dynamics of our contemporary moment, one body at a time. Drawing examples from my experiences with the body-to-body interactions of Contact Improvisation, the dance form that first brought me into dance thirty years ago; Bridging the Body/Mind Divide, a first-year seminar taught to a general range of students at Oberlin College in Ohio, USA; and Girls in Motion, the after-school programme I run for adolescent girls at a local school, I present examples of skills that I believe create an important somatic foundation for a more mindful being-in-the-world. In these examples of corporeal rhetorics, I consciously harness the persuasive force of movement experiences to convince my students there is a better way to dwell in their bodies and in this twenty-first-century world.
Citation:
Albright, Ann Cooper. 2009. "Training Bodies to Matter." Journal Of Dance And Somatic Studies 1(2).
Publisher:
University Of Coventry
DATE ISSUED:
2009
Department:
Theater and Dance
Type:
article
PUBLISHED VERSION:
10.1386/jdsp.1.2.143_1
PERMANENT LINK:
http://hdl.handle.net/11282/309379

Full metadata record

DC FieldValue Language
dc.contributor.authorAlbright, Ann Cooperen_US
dc.date.accessioned2013-12-23T16:08:25Zen
dc.date.available2013-12-23T16:08:25Zen
dc.date.issued2009en
dc.identifier.citationAlbright, Ann Cooper. 2009. "Training Bodies to Matter." Journal Of Dance And Somatic Studies 1(2).en_US
dc.identifier.issn1757-1871en_US
dc.identifier.urihttp://hdl.handle.net/11282/309379en
dc.description.abstractThis essay traces three different pedagogical situations in which I try to shift what I see as the negative corporeal dynamics of our contemporary moment, one body at a time. Drawing examples from my experiences with the body-to-body interactions of Contact Improvisation, the dance form that first brought me into dance thirty years ago; Bridging the Body/Mind Divide, a first-year seminar taught to a general range of students at Oberlin College in Ohio, USA; and Girls in Motion, the after-school programme I run for adolescent girls at a local school, I present examples of skills that I believe create an important somatic foundation for a more mindful being-in-the-world. In these examples of corporeal rhetorics, I consciously harness the persuasive force of movement experiences to convince my students there is a better way to dwell in their bodies and in this twenty-first-century world.en_US
dc.publisherUniversity Of Coventryen_US
dc.identifier.doi10.1386/jdsp.1.2.143_1en
dc.subject.departmentTheater and Danceen_US
dc.titleTraining Bodies to Matteren_US
dc.typearticleen_US
dc.identifier.journalJournal Of Dance And Somatic Studiesen_US
dc.subject.keywordTeenage girlsen_US
dc.subject.keywordBody-minden_US
dc.subject.keywordContact Improvisationen_US
dc.subject.keywordPedagogyen_US
dc.subject.keywordSomaticsen_US
dc.subject.keywordPhenomenologyen_US
dc.identifier.volume1en_US
dc.identifier.issue2en_US
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