Abstract
This paper explores the application of Lee Shulman’s (2005) concept of “signature pedagogy” to the teaching of dance improvisation, arguing that this unique pedagogical approach offers profound and multifaceted benefits not only for freshmen theatre and dance students, but also for general education students and those from non-arts disciplines. By examining the surface, deep, and implicit structures of signature pedagogy within dance improvisation, this paper demonstrates how this practice cultivates the essential skills of critical thinking, resilience, collaborative abilities, and a nascent professional identity crucial for first year students. Furthermore, it highlights how these benefits foster transferable skills vital for any academic or professional path. The conscious embrace of signature pedagogy in dance improvisation provides a vital, accessible foundation for all freshmen, preparing them for the complex demands of dynamic fields and an unpredictable world.
Presenters
Robin GerchmanProfessor/ Director of Dance, Theatre and Dance, Rollins College, Florida, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Signature Pedagogy, Dance Improvisation, Freshmen, Theatre and Dance Education, Embodied Learning, Professional Identity, Academic Development, General Education, Interdisciplinary Learning, Transferable Skills
