Identifying choreographic Phronesis teaching styles for creativity

Bibliographic Data

ID21718709
AuthorsNa-ye Kim (0000-0002-9832-4040, Sungkyunkwan University, corresponding author)
Year2022
Volume23
Issue2
Pages223-245
Publication date2022-04-03
Open AccessNo
TypeARTICLE
VenueResearch in Dance Education (JOURNAL)
Journal identifiersISSN: 1464-7893 • E-ISSN: 1470-1111
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/14647893.2020.1812560
OpenAlexW3083074542
LanguageEN
Citations received2
References cited25

This research intended to identify effective teaching styles that nurture creativity in the teaching of dance choreography in Korea. This research is based on the first phase of research that identified choreographic knowledge as educational content aiming to cultivate creativity in the teaching and learning of dance choreography in universities. A literature review covering various fields, including Aristotle’s theory of knowledge, education, creativity, and choreographic pedagogy, was conducted. This research utilises qualitative research methods through the grounded theory approach. The data were collected from choreographers and their creative process in a doctorate inquiry completed in 2013 investigating choreographic pedagogy focused on cultivating creativity. The identified teaching styles primarily promote reflection and aim to provide learner agency to experience behaviours, thoughts and emotions that can be engaged during the choreographic process through a learner-centred approach

Art · Choreography · Creativity · Dance · Dance education · Mathematics education · Nature versus nurture · Pedagogy · Qualitative research · Social science · Sociology · Teaching method · Visual arts · Art Education and Development · Creativity in Education and Neuroscience · Diversity and Impact of Dance · Psychology · Social Psychology

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