"DADDY, ROOT ME IN": TETHERING YOUNG SONS IN THE CONTEXT OF MALE, INTER-GENERATIONAL, CHILD-CENTERED, DANCE EDUCATION

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Genre
Thesis/Dissertation
Date
2009
Author
Richard, Byron Marvin
Advisor
Bond, Karen E.
Committee member
Kahlich, Luke C.
Horvat, Erin McNamara, 1964-
Reynolds, Alison (Alison M.)
Department
Dance
Subject
Dance
Education, Early Childhood
Co-created Curriculum
Dance
Gender
Intergenerational
Intersubjectivity
Reflective Practice
Permanent link to this record
http://hdl.handle.net/20.500.12613/2239

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DOI
http://dx.doi.org/10.34944/dspace/2221
Abstract
This study of the dance experiences of related men and boys pursues overlapping and related research goals. It is an investigation about reflective teaching practice in the process of developing an emergent curriculum for this multi-generational group of men and boys. It is an investigation about the communicative moments between participants through which members expressed their pedagogical regard for each other, their needs, desires and their dance learning. And it is an investigation about this group of men and boys as an example of aesthetic community, a community engaged in expressing and mediating individual style and dispositions through a group process and resulting in deeply shared aesthetic meanings and group style. Fourteen participants in six family groups danced together on seven Saturdays in a small community north of Philadelphia, Pennsylvania. Participants ranged in age from five-years old to more than forty-five years old. Dance curriculum was designed in reference to the teacher's knowledge and experience of creative movement for primary aged children, and in reference to the teacher's dance performance and choreographic experiences and experiences of parenting. Based on detailed transcriptions of two-camera video documentation of the seven sessions, a narrative analysis thickly describes significant movements of participants, before, during and after the sessions, as well as interactions and participants' utterances. Post-session captioned drawings are discussed in detail following each session. Major findings are then presented as related to three research goals: reflective practice for emergent curriculum design, intersubjectivity as it occurred in this example of inter-generational dance education and an examination of this group of learners as an example of aesthetic community. Findings are discussed in relation to relevant literature and recommendations posed for further research.
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