Moving Beyond and in Between: Implications of Cross/Transdisciplinary Methodologies for Twenty-First-Century Pedagogies for Teaching Dance Studies

Abstract

This presentation outlines the application of cross-disicplinary and transdisciplinary epistemologies and pedagogies within the field of dance studies and the parameters of dance teacher education. Charting and challenging readings of the articulated and bodily knowledge, including dance disciplines (such as reading, writing, and embodying dance histories; performance analysis; and performance making), the enquiry presents an application of the three dimensions of academic disciplines within two case studies (dance histories/performance analysis and making). The paper presents epistemologies and pedagogies that facilitate methodologies for an embodied and articulated knowledge of balletic genres and histories, practices, and traditions.