Abstract
This paper builds upon the author’s earlier application of Clare Graves’ developmental psychology to the evolution of dance movements, revisiting the transition from traditional to classical, modern, postmodern, and beyond. It proposes that the emerging cultural sensibility is not merely after postmodernism but qualitatively different: a metamodern ethos characterized by oscillation, depth, integration, and humility. In contrast to the upward, hierarchical thrust of traditional Spiral Dynamics and Integral Theory—which risk reinforcing intellectual elitism—the author reimagines development as layered depth rather than vertical ascent. This reorientation from vertical transcendence to horizontal intimacy and recursive complexity redefines the evolving dance artist not as someone who “climbs” to higher states, but as one who integrates the many layers of artistic, cultural, and psychological history within a living, breathing present. This shift carries multiple and profound implications for dance pedagogy and curriculum development, influencing not only what is taught but also how learning is structured, assessed, and integrated across genres, techniques, and creative practices. It suggests rethinking course design toward recursive integration rather than linear sequencing, fostering deeper connections between technical training, creative exploration, cultural context, and collaborative ensemble work.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Metamodernism, Contemporary Dance, Pedagogy, Developmental Psychology, Clare Graves, Integral Theory
