Contemporising traditional practices whilst retaining the delicate balance of honouring culturally specific classical and folk dance styles is raised as an issue of sustainability in countries such as India, Cambodia and Thailand, through re-thinking the making and teaching of those styles for the current context. Whilst these papers look at culturally specific challenges with regard to this theme, other papers tackle sustainability from a pedagogical point of view through examining ways to inculcate life-long learning in tertiary dance education from Australian and UK points of view, and through improving primary school teacher training to sustain meaningful dance experiences for students.
In This Article
Starting from here explores the realm of interconnected experiences that exist in the study of dance as a site of emergent learning, embedded in the practice of ‘becoming’ and framed by the expanding field of everyday aesthetics. The paper explores a collection of ideas which frame the disciplinary condition, made evident through current practice in the UK. The paper explores some of the ongoing translations of dance as a discipline of study, and articulates potential future disciplinary intersections in the context of ongoing social, economic and political turbulence.
This paper acknowledges the influences that a generation Y population brings to dance training methodologies and examines this impact in a tertiary context. Over the last 4 years, Queensland University of Technology has been modifying their curriculum for new students transitioning from the private dance studio into the prevocational university environment. An intensive training program was designed to empower the student, creating effective entry points for common understandings in the learning and teaching of dance techniques with improved and accelerated learning outcomes. This paper shares these philosophies and practices in training for life-long learning that prepare the young dancer for longevity in the industry.
This paper explores challenges facing dance educators working with pre-service primary teachers in the New Zealand context. An analysis and comparison of two national curriculum documents raises the question—how should a pre-service teacher education program for primary teachers respond to the demands of recent curriculum reforms? This paper discusses changes in teacher education that have had an impact on dance educators’ responses to curriculum demands. It details this impact using one particular teacher education institution (the University of Waikato) and discusses show how a cohort of students in 2008 views the current dance education provision. In conclusion, it offers an outline of some ways forward for dance educators.
Cambodian classical dance once served strictly religious and ritualistic purposes. When the Royal University of Fine Arts was re-established after the fall of the Khmer Rouge, the emphasis shifted to one of entertainment in a time of renewed hope and expectations. The surviving masters maintained the time honoured practices and programs were implemented to support their efforts. The struggle between the two worlds deepens with the increase of international tours, the influx of tourism, and young artists beginning to experiment in contemporary dance. This paper will look at how the approach to dance education in Cambodia needs to adapt to these changes while maintaining and honouring its traditional values and heritage.
Naatayasala Hun Lakorn Lek, a Thai classical performing art, is a combination of human dance and puppet performance. Despite high competition with other modernised shows in the rapid changing society of Thailand, this group of performers have undertaken many adaptations and managed to maintain the existence of this art. The puppets have been developed to be more technical, more sophisticated and special effects and interaction with audiences incorporated. Modern marketing and management systems have been introduced. The continuing existence of this art form is evidence of how Thai artists have brought in modern knowledge and technology, while maintaining the valuable meaning and beauty of ancient Thai wisdom.
This paper discusses how during an East West Dance Conference in Mumbai in 1984, several choreographers and dancers from India and the West met and discussed several issues, which resulted in the changes that have taken place now in Indian dance. Contemporary themes as opposed to religious and mythological stories have become a part of Indian Modern Dance. There is a shift both in the content and language of dance. Empowerment of women, explorations in abstract tradition, social changes all have now found reflection in Modern Indian Dance