Embodying one’s teaching identity – Making the tacit explicit

Abstract

The author uses her own evolution as a dance teacher in higher education for a steppingstone to explore somatics as a pedagogical framework. She begins with examining the entrée of dance in U.S. higher education and how somatic beliefs are embedded within the goals of these early dance programs. As the author reflects on the parameters of somatics through different theoretical lenses, questions emerge about how a somatics oriented teacher embodies somatic values in her teaching identity. Through a qualitative research design of observation and dialogue, two contemporary technique teachers were observed for their body attitudes, gestures, and language choices to explore two particular instances of a somatics-oriented pedagogy.

Keywords:

• dance pedagogy
• somatics
• dance technique
• teaching identity

Acknowledgements

My heart-felt thanks to Sarah and Shannon who continually and graciously gave so much of themselves to this project.

Notes

1 Scheduling of observations followed the university’s quarter system calendar, each term being 10 weeks. Project preparations, including trial observations took place Spring Term, May 2017. The period of intensive observation occurred between October 3 and 20, Fall Term 2017, with additional observations and conversations taking place during Spring Term 2018. Quoted statements credited to Shannon and Sarah are from these periods. I used Winter Term 2018 to transcribe my observations and begin coalescing data. Aspects of this paper were presented October 5, 2018 at a national conference; Sarah and Shannon reviewed that presentation to ensure accuracy.

Additional information

Notes on contributors

Sherrie Barr

Sherrie Barr (MFA, CMA) is currently Courtesy Professor of Dance in the School of Music and Dance at University of Oregon. Her career spans over four decades, teaching and choreographing in diverse dance programs in U.S. higher education, as well as a Fulbright Lecturer in Lisbon, Portugal. Her published scholarship focuses on dance pedagogy through the intersecting lens of somatics, feminist pedagogy, and community dance practices. Barr is also Associate Editor of the Journal of Dance Education.