Abstract
Feedback in dance is often continuous and instantaneous, two elements that other disciplines often lack. How feedback practice in dance can inform other feedback cultures was the topic of a qualitative research study. It showed that the location of knowledge is a particularly crucial topic which, if recognised, has strong potentials to change approaches to teaching and feedback beyond dance.
Corinne Jola’s practice is informed by dance (MA Choreography) and cognitive neuroscience (PhD). She lectures Psychology at Abertay University, choreographs, and teaches an embodied approach to science, aiming to spark the excitement of how we perceive, sense, and represent the human body and sense its movements amongst dancers, scientists, and the wider community. Her work has been published and performed internationally.
Corinne Jola’s practice is informed by dance (MA Choreography) and cognitive neuroscience (PhD). She lectures Psychology at Abertay University, choreographs, and teaches an embodied approach to science, aiming to spark the excitement of how we perceive, sense, and represent the human body and sense its movements amongst dancers, scientists, and the wider community. Her work has been published and performed internationally.
| Original language | English |
|---|---|
| Pages | 20 |
| Number of pages | 1 |
| Publication status | Published - 31 Jul 2016 |
| Event | 4th IDOCDE Symposium on Contemporary Dance Education: The Importance of Being [Un]Necessary - Vienna, Austria Duration: 29 Jul 2016 → 31 Jul 2016 https://www.impulstanz.com/en/idocde-2016/ |
Conference
| Conference | 4th IDOCDE Symposium on Contemporary Dance Education |
|---|---|
| Country/Territory | Austria |
| City | Vienna |
| Period | 29/07/16 → 31/07/16 |
| Internet address |