Community to Classroom: Reflections on Community-Centered Pedagogy in Contemporary Modern Dance Technique

ABSTRACT

This article reflects on the ways in which socially engaged arts practices can contribute to reconceptualizing the contemporary modern dance technique class as a powerful site of social change. Specifically, the author considers how incorporating socially engaged practices into pedagogical models has the potential to foster responsible citizenship in the technique classroom. The article discusses community arts values and facilitation techniques, as well as the challenges that arise when socially engaged ideologies collide with student expectations and academic policies. In the context of a technique class, an emphasis on reciprocity, collaboration, and inclusion as opposed to individual achievement often raises questions about technical mastery, authority, and assessment. Despite these concerns, the author concludes that a community-centered pedagogy promotes collective awareness, generosity, and social engagement, all of which are essential in nurturing artist-citizens who truly embody democratic ideals.

Notes

1. The core creative team for AHITD included ASU faculty and staff Melissa Britt, Linda Essig, Mary Fitzgerald, Elizabeth Johnson, Dr. Richard Mook, and Dr. Stephani Woodson; community partner directors and local artists Saza Dimmick, Susan Griffin, and Tomas Stanton; and national artists Cassie Meador, Pop Master Fabel, and Christy Z.