I am currently researching play, art, dance, music, and theater and teacher management tools in the classroom. I am in search of current articles. Governmental regulations have removed control of most classroom discipline from the teachers and school administrators. I believe the aforementioned therapies in the classroom could return order and discipline in a passive manner through teachers. I am in search of supporting articles. I have exhausted traditional avenues of research. I am mostly struggling with dance, music, and theater.
Thank you.
Dear Jeanne:
It's good to hear from you that you are interested in the beautiful (i.e., play, art, dance, music, theater, and the like ). Unfortunately, societies in general, and schools in particular pay much more attention to the true and the good than the beautiful. This is a sad reality, because the beautiful, the true and the good are three universal categories, regardless of how they are seen at different places and times.
That the beautiful receives less attention from the community of researchers and theorists in my field of expertise (developmental psychology) is well documented in the following:
As you certainly know philosopher Kant wrote three Critiques; Critique of Pure Reason, which is devoted to the true or the cognitive domain; Critique of Practical Reason, which is concerned with the good or the moral domain; and Critique of Judgment, which addresses the beautiful or the aesthetic domain.
Note that Jean Piaget's research program on one's cognitive development heavily relies on Kant's first critique. Similarly, Lawrence Kohlberg research program on one's moral development heavily relies on Kant's second critique. Unfortunately, I know of no research program on one's aesthetical development that has taken seriously into account Kant's third critique.
You certainly can find in the Internet much material related to your concerns. I have no specific article to mention.
I couple of years ago, I wrote a short paper on children's distinction between beauty and morality. If you are interested in reading it, you can find it in my publications (see Research Gate). The main result is that children more easily grasp what is ideemed to be central in the moral domain than in the aesthetical domain. More to the point, children's ideas of the beautiful are often influenced by moral concepts. Once, I confronted a sample of children (about 7-8-year-olds) with two of F. Goya's paintings (i.e., a naked woman and a dressed human) and asked them to tell me which painting was more beautiful and why? All children mentioned that the latter was more beautiful than the former because in this painting the woman was dressed, not naked. This is a small example that shows, again, that the beautiful is secondary when compared to the good.
It is likely that my answer is not a direct response to your question or posting. Even so, I hope that it provides you with some theoretical considerations showing that : (i) the beautiful is an issue that deserves to be addressed, because along with the true and the good it is a universal philosophical and scientific category, and hence, that it may be used in therapeutic terms; and (2) Although as universal as the true and the good, the beautiful tends to receive less attention than the good and the true, which may have detrimental effects to children's education and development.
It is alleged that Nietzsche once said that a world without music would not make any sense. In the same vein, it is also alleged that Einstein once remarked that elegance and beauty was a criterion of a good scientific theory.
In a nutshell, you have various good sources on which you could ground your interest in several manifestations of the beautiful.
I hope that this helps.
Best regards,
Orlando
Dear Jeanne Lizama,
I am writing to inform you that I read very interest article about your topic.
I think that it will be interest for you.
Please find article attached as a PDF file
I hope I have been of some help.
best regards,
Andrija
Judith Hanna's work might be of particular interest to you. I include a link of one of her papers below. She is also on Researchgate with her profile below also.
https://www.researchgate.net/profile/Judith_Hanna/publication/240801512_A_Nonverbal_Language_for_Imagining_and_Learning_Dance_Education_in_K-12_Curriculum/links/541d01200cf203f155bd732d.pdf
Article A Nonverbal Language for Imagining and Learning: Dance Educa...
I am one who loves to dance! I took ballet and tap at the age of 16 when my Dad got a coupon for a discount, and I attended ballet conventions in Palm Springs, CA. I also, taught ballet to my students at Girl's Club! As a teacher, I taught dancing to my 3rd grade class for Cinco de Mayo, and Parents and I got together to make the skirts, get the boots for the boys and so forth. I found an article that might be of interest to you, but I am not sure how wide or narrow your scope is for your target interest in dance.
The link is as follows: https://books.google.com/books?hl=en&lr=&id=g_k2AgAAQBAJ&oi=fnd&pg=PR1&dq=Dance+Therapy+in+the+classroom+Scholarly+articles&ots=SZtILHJ3ha&sig=t3J7KWigUmsNmuE3SkvzAAV5vKM#v=onepage&q&f=false
It's entitled,
Expressive Therapies, edited by Cathy A. Malchiodi. She talks about dance therapy and even poetry therapy. I hope it is useful.
Best regards,
Karen
- Badges
- Science topic