Jill Green
Biographic Data
| ID | 6189970 |
|---|---|
| NAME | Jill Green |
| GIVEN NAMES | Jill |
| FAMILY NAME | Green |
| SIGNATURE | GREEN J |
| AFFILIATIONS | University of North Carolina at Greensboro |
| ORCID | 0000-0001-9572-1473 |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2000 |
| H-INDEX | 1 |
Emancipatory Pedagogy: Women's Bodies and the Creative Process in Dance
Recently, I have found myself grappling with the theoretical concept of power relationships in the classroom. Coming from a Foucauldian viewpoint, and looking through a feminist lens, I have been looking for methods to deconstruct traditional ways that dance is taught in a university setting. Further, as a somatic educator, I am particularly aware of and sensitive to how dancer’s bodies can be abused, manipulated, and taught to perform in ways th…
Somatic Authority and the Myth of the Ideal Body in Dance Education
Recently, the field of somatics has provided dance scholarship with a growing body of literature. Research has been conducted in the areas of dance science and education. Dance medicine and somatic education scholars have been able to help dance teachers find ways of using the body effectively in technique classes. For example, Glenna Batson (1990, 1993) and Sylvie Fortin (1993, 1995) have investigated the role of somatics in the improvement of t…
Somatic Authority and the Myth of the Ideal Body in Dance Education
Recently, the field of somatics has provided dance scholarship with a growing body of literature. Research has been conducted in the areas of dance science and education. Dance medicine and somatic education scholars have been able to help dance teachers find ways of using the body effectively in technique classes. For example, Glenna Batson (1990, 1993) and Sylvie Fortin (1993, 1995) have investigated the role of somatics in the improvement of t…
Emancipatory Pedagogy: Women's Bodies and the Creative Process in Dance
Recently, I have found myself grappling with the theoretical concept of power relationships in the classroom. Coming from a Foucauldian viewpoint, and looking through a feminist lens, I have been looking for methods to deconstruct traditional ways that dance is taught in a university setting. Further, as a somatic educator, I am particularly aware of and sensitive to how dancer’s bodies can be abused, manipulated, and taught to perform in ways th…
Somatic Authority and the Myth of the Ideal Body in Dance Education
Recently, the field of somatics has provided dance scholarship with a growing body of literature. Research has been conducted in the areas of dance science and education. Dance medicine and somatic education scholars have been able to help dance teachers find ways of using the body effectively in technique classes. For example, Glenna Batson (1990, 1993) and Sylvie Fortin (1993, 1995) have investigated the role of somatics in the improvement of t…
Emancipatory Pedagogy: Women's Bodies and the Creative Process in Dance
Recently, I have found myself grappling with the theoretical concept of power relationships in the classroom. Coming from a Foucauldian viewpoint, and looking through a feminist lens, I have been looking for methods to deconstruct traditional ways that dance is taught in a university setting. Further, as a somatic educator, I am particularly aware of and sensitive to how dancer’s bodies can be abused, manipulated, and taught to perform in ways th…
Art (2 works) · Art Education and Development (2 works) · Dance (2 works) · Diversity and Impact of Dance (2 works) · Pedagogy (2 works) · Sociology (2 works) · Visual arts (2 works) · Aesthetics (1 works) · Computer Science (1 works) · Contemporary dance (1 works)