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

dc.contributor.advisorBond, Karen E.
dc.creatorRichard, Byron Marvin
dc.date.accessioned2020-11-02T15:10:46Z
dc.date.available2020-11-02T15:10:46Z
dc.date.issued2009
dc.identifier.other864884524
dc.identifier.urihttp://hdl.handle.net/20.500.12613/2239
dc.description.abstractThis 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.
dc.format.extent374 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectDance
dc.subjectEducation, Early Childhood
dc.subjectCo-created Curriculum
dc.subjectDance
dc.subjectGender
dc.subjectIntergenerational
dc.subjectIntersubjectivity
dc.subjectReflective Practice
dc.title"DADDY, ROOT ME IN": TETHERING YOUNG SONS IN THE CONTEXT OF MALE, INTER-GENERATIONAL, CHILD-CENTERED, DANCE EDUCATION
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberKahlich, Luke C.
dc.contributor.committeememberHorvat, Erin McNamara, 1964-
dc.contributor.committeememberReynolds, Alison (Alison M.)
dc.description.departmentDance
dc.relation.doihttp://dx.doi.org/10.34944/dspace/2221
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-02T15:10:46Z


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