ABSTRACT

Dance teachers use a wide range of methods to communicate effectively with students. Amongst the many possibilities, movement demonstration is often a salient, even expected, tool in dance classes. But when the teacher’s body undergoes an injury or other significant physical change, what effect does the altered physical experience have on pedagogical practices? This paper examines data gathered through a nation-wide survey of dance teachers who work in a variety of settings within the field and who self-identify as having or having had an injury or significant physical change. Modifications in class content and teaching methods are explored, sharing considerations with potential relevance to other dance educators. Perceptions of the teacher’s continued ability to perform their duties with an altered physicality are queried in the context of ableism, presenting a picture of the battleground between empathy and judgment that can manifest in the dance community surrounding issues of physical capability. The paper also reflects on the act and implications of evolving one’s teaching practices for teacher and students, contemplates the intersection of identity and physicality in dance, and discusses pedagogical practices that support a culture of openness and understanding recognizing that all bodies change over time.

摘要

舞蹈教师使用多种方法与学生进行有效沟通。在众多可能性中，动作演示通常是舞蹈课中一个重要的，甚至是预期的工具。但是，当教师的身体受到伤害或其他显着的身体变化时，改变的身体体验对教学实践有什么影响？本文研究了通过全国范围内对在该领域内各种环境中工作的舞蹈教师进行的调查所收集的数据，这些教师自称受伤或有过重大的身体变化。探索课堂内容和教学方法的修改，分享与其他舞蹈教育者潜在相关的考虑。在能力歧视的背景下，对教师继续以改变的身体履行职责的能力的看法被质疑，呈现出在舞蹈界围绕身体能力问题表现出来的同理心和判断力之间的战场图景。该论文还反映了教师和学生不断发展的教学实践的行为和影响，考虑了舞蹈中身份和身体的交集，并讨论了支持开放和理解文化的教学实践，承认所有身体都会随着时间而变化。