Exploring dance from the rural villages of Africa to the stages of Lincoln Center, Judith Lynne Hanna shows that it is as human to dance as it is to learn, to build, or to fight. Dance is human thought and feeling expressed through the body: it is at once organized physical movement, language, and a system of rules appropriate in different social situations. Hanna offers a theory of dance, drawing on work in anthropology, semiotics, sociology, communications, folklore, political science, religion, and psychology as well as the visual and performing arts. A new preface provides commentary on recent developments in dance research and an updated bibliography.
Dancing for Health explains the cognitive, emotional, and physical dimensions of dance in a spectrum of stress management approaches. Designed for anyone interested in health and healing, this book offers lessons learned from the experiences of people of different cultures and historical periods, as well as current knowledge, on how to resist, reduce, and dance away stress in the disquieting times of the 21st century.
In Partnering Dance and Education, Dr. Judith Lynne Hanna presents a compelling argument for making dance central to every student's education. She examines current trends and issues in dance education to show how dance can be successfully justified and taught in today's changing educational environment. The book is essential and timely reading for university dance educators and their students, as well as other teachers, school administrators, physical educators and dance specialists in grades K-12, dance studio owners and instructors, professional dancers, and policy makers.
Ambitious in its scope and interdisciplinary in its purview. . . . Without doubt future researchers will want to refer to Hanna's study, not simply for its rich bibliographical sources but also for suggestions as to how to proceed with their own work. Dance, Sex, and Gender will initiate a discussion that should propel a more methodologically informed study of dance and gender."—Randy Martin, Journal of the History of Sexuality
Dancing to Learn: Cognition, Emotion, and Movement explores the rationale for dance as a medium of learning to help engage educators and scientists to explore the underpinnings of dance, and dancers as well as members of the general public who are curious about new ways of comprehending dance. Among policy-makers, teachers, and parents, there is a heightened concern for successful pedagogical strategies. They want to know what can work with learners. This book approaches the subject of learning in, about, and through dance by triangulating knowledge from the arts and humanities, social and behavioral sciences, and cognitive and neurological sciences to challenge dismissive views of the cognitive importance of the physical dance. Insights come from theories and research findings in aesthetics, anthropology, cognitive science, dance, education, feminist theory, linguistics, neuroscience, phenomenology, psychology, and sociology. Using a single theory puts blinders on to other ways of description and analysis. Of course, all knowledge is tentative. Experiments necessarily must focus on a narrow topic and often use a special demographic—university students, and we don’t know the representativeness of case studies.
Ambitious in its scope and interdisciplinary in its purview. . . . Without doubt future researchers will want to refer to Hanna's study, not simply for its rich bibliographical sources but also for suggestions as to how to proceed with their own work. Dance, Sex, and Gender will initiate a discussion that should propel a more methodologically informed study of dance and gender."—Randy Martin, Journal of the History of Sexuality
Exploring dance from the rural villages of Africa to the stages of Lincoln Center, Judith Lynne Hanna shows that it is as human to dance as it is to learn, to build, or to fight. Dance is human thought and feeling expressed through the body: it is at once organized physical movement, language, and a system of rules appropriate in different social situations. Hanna offers a theory of dance, drawing on work in anthropology, semiotics, sociology, communications, folklore, political science, religion, and psychology as well as the visual and performing arts. A new preface provides commentary on recent developments in dance research and an updated bibliography.
Urban Dynamics in Black Africa presents a succession of worlds where we can study the development and the crystallization of major social change. The authors trace the development of former villages, towns, and colonial outposts into major cities within the international community. Open-air markets continue their trading beside modern department stores as individual Africans create contemporary lives from old and new. William J. and Judith L. Hanna, in this unique work, introduce new data and the methods of dependency theory, class and gender analysis; they offer connections between Africa's internal dynamics, its legacy of imperialism, and the international political and economic arena. At the same time, the book provides a model for studying the evolution of political institutions. Urban Dynamics in Black Africa illustrates how social classes modify and are modified by existing cultural forms. The book examines Africa in its independence by contrasting development and dependency, role adaptability and conflict, in a powerful conceptual matrix. Detailing the urban conditions that exist throughout Africa as well as their costs and benefits, this work shows how contemporary political conflict in urban Africa is based upon both ethnic and non-ethnic ties; and how these ethnic and non-ethnic ties serve as the bases of a system of political integration unique to poly-ethnic communities. As a synthesis of the relevant available knowledge on African towns and town-dwellers, this book is concerned primarily with the effects of external intervention and socioeconomic modernization upon the birth and development of Africa's new towns and the rapid expansion of its old ones. It considers the impact of migration and town life upon Africans. William J. Hanna is professor of urban studies and planning at the University of Maryland. His research interests include international development, social planning and community planning. He is the author of numerous journal articles. Judith L. Hanna is senior research scholar in the departments of dance and anthropology at the University of Maryland. She is the author of numerous journal articles and books on the subject of dance.
Dancing for Health explains the cognitive, emotional, and physical dimensions of dance in a spectrum of stress management approaches. Designed for anyone interested in health and healing, this book offers lessons learned from the experiences of people of different cultures and historical periods, as well as current knowledge, on how to resist, reduce, and dance away stress in the disquieting times of the 21st century.
Dancing to Learn: Cognition, Emotion, and Movement explores the rationale for dance as a medium of learning to help engage educators and scientists to explore the underpinnings of dance, and dancers as well as members of the general public who are curious about new ways of comprehending dance. Among policy-makers, teachers, and parents, there is a heightened concern for successful pedagogical strategies. They want to know what can work with learners. This book approaches the subject of learning in, about, and through dance by triangulating knowledge from the arts and humanities, social and behavioral sciences, and cognitive and neurological sciences to challenge dismissive views of the cognitive importance of the physical dance. Insights come from theories and research findings in aesthetics, anthropology, cognitive science, dance, education, feminist theory, linguistics, neuroscience, phenomenology, psychology, and sociology. Using a single theory puts blinders on to other ways of description and analysis. Of course, all knowledge is tentative. Experiments necessarily must focus on a narrow topic and often use a special demographic—university students, and we don’t know the representativeness of case studies.
This book systematically examines prevailing cultural patterns in contemporary American society. Using information on several thousands of cultural organisations, including elite ones (such as opera and chamber music companies) and popular cultural ones (such as cinemas and live rock concerts), Professor Blau examines the geography of culture, the changing demands for culture, the interdependencies among cultural organisations of different kinds, the nature of labour markets for artists, and the effects of arts subsidies on nonprofit cultural establishments over a ten year period. One of the major conclusions of the book is that the social conditions that support elite and popular culture are increasingly similar over time.
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