scholarly journals AllPlay Dance: Two Pilot Dance Projects for Children With Disability, Developed and Assessed With a Dance Studies Approach

2021 ◽  
Vol 12 ◽  
Author(s):  
Olivia Millard ◽  
Ebony Lindor ◽  
Nicole Papadopoulos ◽  
Carmel Sivaratnam ◽  
Jane McGillivray ◽  
...  
Keyword(s):  
Program Development ◽  
Social Practice ◽  
Autism Spectrum ◽  
Sense Making ◽  
Creative Arts ◽  
Collaborative Approach ◽  
Pilot Projects ◽  
Dance Studies ◽  
Children With Disability ◽  
Dance Improvisation

AllPlay Dance is founded on a collaborative approach to research between the School of Psychology and the School of Communication of Creative Arts, both of Deakin University. The research is also undertaken in partnership with professional ballet company, Queensland Ballet. This paper describes the development and execution of two pilot projects for children with disability, utilizing a dance studies methodology. The projects were conducted in 2018 and 2019 for children with cerebral palsy (CP) and autism spectrum disorder, as part of the AllPlay Dance program. Participants with disabilities ranged in age from 7 to 12 years. As well as describing the approach to the program development, we discuss the involvement of older and more experienced buddies who were included as a method to support the participation in dance of children with disabilities. We will also describe the diffusion of authorship in the making of group dances as a tool for inclusion and the premise of dance as a social practice in which participants inter-subjectively generate meaning and sense making. The AllPlay Dance projects were developed as a series of dance classes in which participants worked with set or learned movement material, dance improvisation, and tasks for movement generation in order to collectively generate a dance for performance. This paper focuses on the aim of developing inclusive approaches to dance classes that challenge “ableist” notions of dance as spectacle to enable to work toward building transferable programs to allow all children who so desire and to participate in dance in their communities.

scholarly journals Dance as a social practice

IDEA JOURNAL ◽  
2020 ◽  
Vol 17 (02) ◽  
pp. 335-349
Author(s):  
Olivia Millard
Keyword(s):  
Cognitive Science ◽  
Social Practice ◽  
Hannah Arendt ◽  
Artistic Practice ◽  
Group Movement ◽  
Children With Disability ◽  
Dance Improvisation

This article explores an ongoing group dance improvisation practice which, while primarily an artistic practice, could also be considered a social practice which is brought about by the physical, embodied and intersubjective environment in which it exists. Among others, the ideas of Tim Ingold, Hannah Arendt and Hanne De Jaeghar are used to explore the implications of what happens when individuals share a dancing practice. The article will also describe how the ongoing dance practice has been drawn upon to develop dance workshops for children with disability. The workshops were developed to include a variety of dance activities such as learning movement material, dance improvisation and supported group movement generation (choreography). Through the principle of intersubjectivity, described by cognitive science philosopher, Hanne De Jaegher, as ‘perspectives that are influenced by and co-created by more than one subject,’ dance will be discussed as a social practice as well as a situation in which one participates physically and creatively.

scholarly journals A collaborative approach to the use of archives in information literacy teaching and learning in an arts university

2014 ◽  
Vol 39 (4) ◽  
pp. 27-32 ◽  
Author(s):  
Adele Martin-Bowtell ◽  
Rebekah Taylor
Keyword(s):  
Information Literacy ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Creative Arts ◽  
Collaborative Approach ◽  
Literacy Teaching ◽  
Information Literacy Skills ◽  
Formed Part ◽  
Skills Learning ◽  
The University

Why do significant parts of our art libraries collections remain undiscovered and unused? Seemingly invisible to students and staff, the university archive strong room creates a barrier, preventing our students and researchers from accessing and browsing materials, as they would with our open shelf collections. What happens when archive materials are freed from their confines, brought out into the studio and explored and used by arts students? Better still, what happens when librarian, archivist and academic collaborate to make this happen, enabling increased awareness of these resources and facilitating information literacy skills learning? Conclude this with an artistic response to this method of teaching and learning and you have the Animation Archive Day at the University for the Creative Arts. The day formed part of a longer term initiative put together by the archivist and librarian to raise awareness among students and staff of the opportunities to utilize archives in their subject specific creative arts learning and education. The project recognizes the importance of allowing students to steer and interact creatively with archive use in a library context.

scholarly journals Exploring the Experiences of Parents Whose Child has Received a Diagnosis of Autistic Spectrum Disorder in Adulthood

2022 ◽  
Author(s):  
Hannah Legg ◽  
Anna Tickle ◽  
Alinda Gillott ◽  
Sarah Wilde
Keyword(s):  
Autism Spectrum Disorder ◽  
Autistic Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sense Making ◽  
Support Needs ◽  
Structured Interviews ◽  
Relational Support ◽  
New Knowledge ◽  
Diagnostic Support

AbstractThere is a growing trend of adult diagnosis of Autism Spectrum Disorder (ASD). Research has found that diagnosis can prompt a process of sense-making which may be disrupted by lack of post-diagnostic support. Given the continued involvement of many parents in supporting their adult son or daughter with ASD, it is vital to understand their experiences to meet their needs in adapting to the diagnosis. Eleven parents of recently diagnosed adults participated in semi-structured interviews which were analysed thematically. Findings demonstrate that the new knowledge of diagnosis facilitates changes in attributions, interactions and relationships, but can result in unmet emotional and relational support needs. Findings are relevant to those involved in adult diagnosis, and the provision of post-diagnostic support.

The Choreography of Space: Towards a Socio-Aesthetics of Dance

2014 ◽  
Vol 30 (1) ◽  
pp. 72-90
Author(s):  
Arabella Stanger
Keyword(s):  
Social Practice ◽  
Social Space ◽  
Sleeping Beauty ◽  
Dance Studies ◽  
Spatial Production ◽  
Socially Constructed ◽  
Classical Ballet ◽  
And Performance ◽  
The Aesthetic ◽  
The University

With its emphasis on the socially constructed and mobile nature of ‘space’, Henri Lefebvre's theory of spatial production presents rich possibilities for a sociocultural analysis of choreography. In this article Arabella Stanger uses an examination of social space and spatial aesthetics as a basis upon which to develop a socio-aesthetics of dance – an approach in which the societal contexts and the aesthetic forms of choreography are understood to be fundamentally interrelated. Borrowing from Lefebvre's The Production of Space (1974) and Maria Shevtsova's sociology of the theatre and performance, Stanger establishes the theoretical parameters and methodological steps of such an approach, and locates a short illustrative example in the socio-spatial formations of Aurora's Act III variation from Marius Petipa's The Sleeping Beauty (1890). Ultimately extending a bridge between formalist and contextualist strands of dance studies, the article argues for the use of a particular concept of space in understanding choreographic practice as social practice. Arabella Stanger is Lecturer in Dance at the University of Roehampton. Having trained in classical ballet, she completed her MA and PhD studies at Goldsmiths, University of London, and has published on the work of Merce Cunningham, Michael Clark, and William Forsythe.

scholarly journals O processo de inclusão de crianças com deficiência na educação infantil / Inclusion of Students with Disability in Children’s Education

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Antonia Zelina Resplandes de Souza ◽  
Thelma Helena Costa Chahini
Keyword(s):  
Gifted Students ◽  
Autism Spectrum ◽  
Educational Process ◽  
Federal Law ◽  
Structured Interviews ◽  
Children's Education ◽  
Children With Disability ◽  
Adequate Education ◽  
Children’S Education ◽  
Spectrum Disorders

ABSTRACTIncluding students with disability in Children’s Education requires an adequate specific educational qualification, commitment and effort of all professionals involved in the educational process. The challenge to promote a good quality and adequate education to students with disability, autism spectrum disorders and high abilities and/or gifted students on all levels in Children’s Education in Maranhão. This study aims to investigate, thru semi structured interviews among 23 participants, concluded that due to lack of operationalization of current federal law, the schools/professionals are not prepared to include children with disability in Children’s Education in Maranhão.RESUMOIncluir crianças com deficiência na Educação Infantil requer, além de uma qualificação adequada às necessidades educacionais específicas dessas crianças, o compromisso e o comprometimento de todos os profissionais envolvidos no processo educacional, bem como a desconstrução das concepções e atitudes existentes em relação a essa temática, como, no caso, o preconceito, o estigma, o assistencialismo, dentre outros. Um dos grandes desafios da educação na atualidade é proporcionar uma educação de boa qualidade e adequada aos educandos com deficiência, transtornos do especto autista e altas habilidades e/ou superdotação em todos os níveis de ensino. Neste sentido, este estudo teve por finalidade investigar o processo de inclusão de crianças com deficiência na Educação Infantil Maranhense. Desenvolveu-se uma pesquisa exploratória, descritiva. Ao todo, foram 23 participantes. Sendo 11 professores, 03 Coordenadores e 9 Gestores da Educação Infantil. Todos pertencentes ao sexo feminino, com faixa etária de 33 a 67 anos de idade. Os instrumentos de Coleta de Dados compreenderam entrevistas semiestruturadas. Os resultados apontam a não operacionalização da Legislação Federal vigente, visto que as escolas pesquisadas, juntamente com seus profissionais, não se encontram preparadas para a inclusão de crianças com deficiência na Educação Infantil. Ressalta-se a urgência na efetivação das Diretrizes Legais na Educação Infantil, visando incluir e acolher todas as crianças de forma plena, com ou sem deficiência.

scholarly journals Can you hear me? - Accessing the voice of the child with Autism and their parent

Educação ◽  
2020 ◽  
Vol 43 (1) ◽  
pp. 35477
Author(s):  
Miriam Twomey
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Creative Arts ◽  
Structured Interviews ◽  
Potential Value ◽  
Children And Parents ◽  
Spectrum Disorders ◽  
The Voice ◽  
Longitudinal Case Studies

The aim of this paper is to access the voices of children with Autism Spectrum Disorders and their parents. This paper engages with philosophical conceptual frameworks exploring concepts of movement and engagement in eliciting child and parent voice. Qualitative, longitudinal case studies were conducted. Semi-structured interviews [n=83] were conducted with stakeholders including parents. Children with and without the label of Autism engaged in interventions drawing on the Creative Arts. Living autoethnography was considered a methodological tenet, establishing connectivity between life and research, self and others, providing a window through which the internal world of the parent was interpreted and understood. This research enabled children and parents to explore their worlds and deliberate on areas that affected their lives. The potential value for using the Creative Arts as a means of engaging children with Autism is discussed. Implications relating to movement [literal and metaphoric] and engagement are explored.***Você pode me ouvir? - Acessando a voz da criança com Autismo e seus pais***O objetivo deste artigo é acessar as vozes de crianças com Transtorno do Espectro Autista (TEA) e de seus pais. Este artigo aborda estruturas conceituais filosóficas que exploram conceitos de movimento e engajamento como forma de dar voz a crianças e pais. Estudos de caso qualitativos e longitudinais foram conduzidos. Entrevistas semiestruturadas [n = 83] foram realizadas com as partes interessadas, incluindo os pais. Crianças com e sem o diagnóstico de TEA envolveram-se em intervenções baseadas nas Artes Criativas. A autoetnografia viva foi considerada um princípio metodológico, estabelecendo conectividade entre a vida e a pesquisa, o eu e os outros, fornecendo uma janela através da qual o mundo interno dos pais foi interpretado e compreendido. Esta pesquisa permitiu que crianças e pais explorassem seus mundos e deliberassem sobre as áreas que afetaram suas vidas. O valor potencial do uso das Artes Criativas como meio de envolver as crianças com Autismo é discutido. Implicações relacionadas ao movimento [literal e metafórico] e engajamento são exploradas.Palavras-chave: Engajamento; Crianças com Autismo, Voz da criança; Voz dos pais; Inclusão, Movimento; Imitação; Teatro de Fantoches

Sign in / Sign up

Export Citation Format

Share Document