By Judith Lynne Hanna

Dancing to profit: Cognition, Emotion, and Movement explores the explanation for dance as a medium of studying to aid have interaction educators and scientists to discover the underpinnings of dance, and dancers in addition to individuals of most of the people who're involved in new methods of comprehending dance. between policy-makers, academics, and fogeys, there's a heightened main issue for winning pedagogical suggestions. they wish to understand what can paintings with newbies. This publication ways the topic of studying in, approximately, and during dance through triangulating wisdom from the humanities and arts, social and behavioral sciences, and cognitive and neurological sciences to problem dismissive perspectives of the cognitive significance of the actual dance. Insights come from theories and study findings in aesthetics, anthropology, cognitive technology, dance, schooling, feminist conception, linguistics, neuroscience, phenomenology, psychology, and sociology. utilizing a unmarried idea places blinders directly to alternative ways of description and research. in fact, all wisdom is tentative. Experiments inevitably needs to specialise in a slim subject and sometimes use a unique demographic—university scholars, and we don’t be aware of the representativeness of case studies.

Show description

Quick preview of Dancing to Learn: The Brain's Cognition, Emotion, and Movement PDF

Best Aesthetics books

Everyday Aesthetics

Daily aesthetic stories and issues occupy a wide a part of our aesthetic existence. although, as a result of their incidence and mundane nature, we have a tendency to not pay a lot realization to them, not to mention research their importance. Western aesthetic theories of the previous few centuries additionally overlook daily aesthetics due to their virtually specific emphasis on artwork.

Shapes: Nature's Patterns: A Tapestry in Three Parts

Styles are all over in nature - within the ranks of clouds within the sky, the stripes of an angelfish, the association of petals in flora. the place does this order and regularity come from? It creates itself. The styles we see come from self-organization. no matter if residing or non-living, scientists have chanced on that there's a pattern-forming tendency inherent within the easy constitution and approaches of nature, in order that from a number of basic topics, and the repetition of easy principles, unending appealing diversifications can come up.

Soul and Form (Columbia Themes in Philosophy, Social Criticism, and the Arts)

György Lukacs was once a Hungarian Marxist thinker, author, and literary critic who formed mainstream eu Communist notion. Soul and shape used to be his first booklet, released in 1910, and it demonstrated his acceptance, treating questions of linguistic expressivity and literary type within the works of Plato, Kierkegaard, Novalis, Sterne, and others.

The Practices of the Enlightenment: Aesthetics, Authorship, and the Public (Columbia Themes in Philosophy, Social Criticism, and the Arts)

Rethinking the connection among eighteenth-century Pietist traditions and Enlightenment concept and perform, The Practices of Enlightenment unravels the advanced and sometimes missed non secular origins of contemporary secular discourse. Mapping unbelievable routes of alternate among the non secular and aesthetic writings of the interval and recentering matters of authorship and viewers, this booklet revitalizes scholarship at the Enlightenment.

Extra resources for Dancing to Learn: The Brain's Cognition, Emotion, and Movement

Show sample text content

20. LeDoux 2002, ix. 21. Ratey 2008. 22. Singh et al. 2012. 23. D. Brooks 2012. 24. there are numerous debts of embodied cognition, for instance, Shapiro 2011; Cowart 2014. 25. Gibbs 2006. 26. Bläsing et al. 2012. 27. Leathers 1986, forty two. 28. Knott 2012. 29. Martin, own verbal exchange, March 2012. 30. Schulkin 2012. 31. Calvo-Merino et al. 2008. 32. Foster & Defenbaugh 2014. 33. Kandel 2012, 233, 219. 34. Fisher & Whitney 2014. 35. Kandel 2012, 412. 36. Vicary et al. 2014. 37. Rizzolatti & Destro 2008; Calvo-Merino et al. 2005, 2006; Grove, Stevens, & McKechnie 2005. 38. pass, Hamilton, & Grafton 2006; Grafton & move 2008. 39. Pilgramm et al. 2010. forty. move 2010; go et al. 2006; Calvo-Merino et al. 2010. forty-one. Henley 2013. forty two. Jola et al. 2012. forty three. Ramachandran 2011, 121. forty four. Ramachandran 2011, 260. forty five. Iacoboni 2009. forty six. Damasio 2010, 18. forty seven. Damasio 2010, 70. forty eight. Damasio 2010, 271. forty nine. Damasio 2010, eight. 50 Blake Martin, own verbal exchange, March 2014. fifty one. Dehaene & Changeux 2011. fifty two. Rose & Abi-Rached 2013, 219. fifty three. Bor 2012, xiv. fifty four. Haggard 2008. fifty five. Kandel 2012, 307; Snigdha et. al. 2014. reminiscence formation happens in an preliminary acquisition part, an intermediate labile section, after which a means of consolidation which results in long term reminiscence. fifty six. Damasio 2010, 132–33. fifty seven. Cruz-Garza et al. 2014 fifty eight. Bläsing et al. 2009, 350. fifty nine. Bläsing et al. 2009. 60. Brown & Parsons 2008. sixty one. Kattenstroth et al. 2010, 213. sixty two. Wachowicz, Stevens, & Byron 2011. sixty three. Jola, Davis, & Haggard 2011. sixty four. Coubard et al. 2011. sixty five. Galaburda, Kosslyn, & Christen 2002, 1, two hundred. sixty six. Clegg 2004, eight. sixty seven. Graham 1985. sixty eight. go et al. 2006. sixty nine. Clerget et al. 2009. 70. Fadiga et al. 2006. seventy one. Hockett & Ascher 1964. seventy two. Galaburda, Kosslyn, & Christen 2002, 10. seventy three. Knott 2012. seventy four. Opacic et al. 2009. seventy five. Toumani 2005. seventy six. Ling Tang, own verbal exchange, January 18, 2014. seventy seven. Macedonia & Knösche 2011. seventy eight. Ethnologue 2009, SIL overseas. seventy nine. Locke and Agbeli 1980. eighty. Boroditsky 2011. eighty one. Vygotsky 1962. eighty two. Bialystok 2001, 121. eighty three. Bialystok 2001, 191. eighty four. Lakoff & Johnson 1999, 497. eighty five. Dewey 1934, 106. 86. Jackson & Shapiro-Phim 2008; Hanna 1986, 1987, 2006, 2008, 2012. 87. Bialystok 2001, 248. See Asbury & wealthy 2008 on sustained attentiveness realized in arts schooling. 88. Cummins 2003, sixty three. 89. Bialystok & Martin 2004; Bialystok & Crago 2007; Marian & Shook 2012. ninety. Blake Martin, own conversation, March 2014. ninety one. Mechelli et al. 2004. ninety two. Barac & Bialystok 2012. ninety three. Kharkhurin 2012. ninety four. Marian & Shook 2012. ninety five. Alladi et al. 2013. ninety six. Jean-Marc Dewaele, own verbal exchange, could, eight, 2008; Dewaele et al. 2003. ninety seven. Damasio 2010, 303. ninety eight. Damasio 2010, one hundred ten. ninety nine. Floresco 2013. a hundred. Sheynikhovich, Otani, & Arleo 2013. one zero one. Torrents et al. 2013. 102. Calvo-Merino et al. 2008. 103. Kirsch, Drommelschmidt, & go 2013. 104. LeDoux 1998, 19. a hundred and five. Leys 2011. 106. Davidson 2012, 89. 107. Shorter 2013. 108. See Hanna 2006 at the rigidity reaction and dance via heritage and throughout house. 109. Van der Kolk 2006, eleven. identity of the mind circuitry and its plasticity that hyperlinks feelings and stories is the neurological foundation for manipulating the emotional context of troubling stories.

Download PDF sample

Rated 4.14 of 5 – based on 5 votes