Carolien Hermans
Biographic Data
| ID | 6897680 |
|---|---|
| NAME | Carolien Hermans |
| GIVEN NAMES | Carolien |
| FAMILY NAME | Hermans |
| SIGNATURE | HERMANS C |
| AFFILIATIONS | University of the Arts Utrecht |
| ORCID | 0000-0003-4284-4175 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Of rhythm and movement: Physical play and dance as (participatory) sense-making practices
Drawing on the enactive account and the 4E’s approach to cognition, we discuss here how both physical play and dance improvisational practice can be seen as (participatory) sense-making processes. In this article, we will specifically focus on children’s physical play and dance improvisation since both activities are open-ended, creative and call immediate attention for the kinetic/tactile-kinesthetic dimensions of the body. Dance improvisation i…
The storyline approach as a didactic tool to promote efficacy beliefs of (student) teachers in creative music activities with young children
The problem addressed by this research is the low levels of efficacy beliefs that beginning teachers and student teachers in early childhood education experience in facilitating creative music activities with young children aged 4–6 years old. This can lead to missed opportunities for children to develop their creativity and self-expression in an embodied, musical way. One solution to this issue is to utilize the storyline approach created by Bel…
The charmed dyad: Multimodal music lessons for pupils with severe or multiple disabilities
This multiple-case-studies research explored a multimodal approach to teaching music to pupils (from 4 to 18 years old) with severe or multiple disabilities. By combining music with, for example, tactile stimulation, movement, or visuals, meaning-making processes in music of these pupils was stimulated, helping them to understand the internal structures and expressive qualities of music. Three music teachers and a social worker participated in th…
Differences in Itself: Redefining Disability through Dance
This paper brings together two different terms: dance and disability. This encounter between dance and disability might be seen as an unusual, even conflicting, one since dance is traditionally dominated by aesthetic virtuosity and perfect, idealized bodies which are under optimized bodily control. However, recently there has been a growing desire within dance communities and professional dance companies to challenge binary thinking (beautiful-ug…
Differences in Itself: Redefining Disability through Dance
This paper brings together two different terms: dance and disability. This encounter between dance and disability might be seen as an unusual, even conflicting, one since dance is traditionally dominated by aesthetic virtuosity and perfect, idealized bodies which are under optimized bodily control. However, recently there has been a growing desire within dance communities and professional dance companies to challenge binary thinking (beautiful-ug…
Differences in Itself: Redefining Disability through Dance
This paper brings together two different terms: dance and disability. This encounter between dance and disability might be seen as an unusual, even conflicting, one since dance is traditionally dominated by aesthetic virtuosity and perfect, idealized bodies which are under optimized bodily control. However, recently there has been a growing desire within dance communities and professional dance companies to challenge binary thinking (beautiful-ug…
The charmed dyad: Multimodal music lessons for pupils with severe or multiple disabilities
This multiple-case-studies research explored a multimodal approach to teaching music to pupils (from 4 to 18 years old) with severe or multiple disabilities. By combining music with, for example, tactile stimulation, movement, or visuals, meaning-making processes in music of these pupils was stimulated, helping them to understand the internal structures and expressive qualities of music. Three music teachers and a social worker participated in th…
Of rhythm and movement: Physical play and dance as (participatory) sense-making practices
Drawing on the enactive account and the 4E’s approach to cognition, we discuss here how both physical play and dance improvisational practice can be seen as (participatory) sense-making processes. In this article, we will specifically focus on children’s physical play and dance improvisation since both activities are open-ended, creative and call immediate attention for the kinetic/tactile-kinesthetic dimensions of the body. Dance improvisation i…
The storyline approach as a didactic tool to promote efficacy beliefs of (student) teachers in creative music activities with young children
The problem addressed by this research is the low levels of efficacy beliefs that beginning teachers and student teachers in early childhood education experience in facilitating creative music activities with young children aged 4–6 years old. This can lead to missed opportunities for children to develop their creativity and self-expression in an embodied, musical way. One solution to this issue is to utilize the storyline approach created by Bel…
Psychology (4 works) · Aesthetics (3 works) · Art (3 works) · Sociology (3 works) · Concert dance (2 works) · Creativity in Education and Neuroscience (2 works) · Dance (2 works) · Developmental psychology (2 works) · Diverse Music Education Insights (2 works) · Mathematics education (2 works)