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Cultural Dance and Health: a Review of the Literature
Feature Article Cultural Dance and Health: A Review of the Literature Anna E. Olvera ABSTRACT Physical activity has many physical and mental health outcomes. However, physical inactivity continues to be com- mon. Dance, specifically cultural dance, is a type of physical activity that may appeal to some who are not otherwise active and may be a form of activity that is more acceptable than others in certain cultures. The purpose of this paper is to summarize literature describing the health benefits of cultural dance. Several databases were searched to identify articles published within the last 15 years, describing physical and mental health outcomes of cultural dance or inter- ventions that incorporated cultural dance. In the seven articles reviewed there is evidence to support the use of cultural dance for preventing excessive weight gain and cardiac risk, reducing stress, and increasing life satisfaction. Cultural dance is a practical form of physical activity to promote physical and mental health among subgroups of populations that often have lower amounts of participation in physical activity. There is a need for additional research to isolate how and in what ways cultural dance can be offered to promote physical activity. Practitioners should consider non- traditional forms of physical activity, offered in partnership with community organizations. BACKGROUND income. One survey conducted between ditional physical activities and gym classes.7 Physical activity is important to a healthy 1999 and 2002 found significant differ- Women in minority groups, specifically lifestyle. With health problems such as dia- ences in BMI between African-American African-American and Mexican American betes1 and obesity2 reaching epidemic pro- and Caucasian girls (p < 0.001) with rates women, tend to have higher levels of leisure portions, there is a need for programs that of 20.4% and 19.0%, respectively). -
Abstracts and Biographies of Participants in Program at Danshögskolan, Sehlstedsgatan 4
KEYNOTE LECTURE 1 Dr. Susan Kozel……………………………………………………………………………………..p. 2 Session 1A MUSIC AND DANCE Inger Vinther Damsholt, Mats Nilsson / Karin Eriksson, Marika Karjalainen…………………… p. 2-4 Session 1B IDENTITY Katarina Lion, Karen Vedel, Lotta Harryson…………………………………………………….. p. 4-5 Session 1C WORKSHOP Serpil Murtezaoglu……......................................................................................................................p. 5-6 Session 2A EDUCATION Margarita Vikander, Gun Roman, Susanne Ravn………………………………………………… .p. 6-7 Session 2B THE NORDIC Egil Bakka, Turid Nokleberg Schjonsby, Petri Hoppu……………………………………………..p. 7-8 Session 2C WORKSHOP Irene Jelin……………………………………………………………………………………………p. 9 Session 3A COMMUNICATION Åsa Unander-Scharin, Anna Karin Ståhle, Tone Pernille Ostern ………………………………… p. 9-10 Session 3B THE GLOBAL Lena Hammergren, Hanne Blicher, Gediminas Karoblis…………………………………………. p. 10-12 Session 3C WORKSHOP Siri Maeland / Sigurd Johan Heide………………………………………………………………… .p. 12 KEYNOTE LECTURE 2 Dr. Theresa Buckland………………………………………………………………………………p. 13 Session 4A NATIONAL IDENTITY Tim Scholl, Cecilia Olsson, Johanna Laakkonen…………………………………………………. p. 13-14 Session 4B PHILOSOPHY Lena Rouhainen / Inka Välipakka, Lis Engel, Aino Kukkonen……………………………………p. 14-16 Session 4C WORKSHOP Gediminas Karoblis………………………………………………………………………………….p. 16-17 Session 4D LECTURE DEMONSTRATION Gun Lund…………………………………………………………………………………………… .p. 17-18 Session 5A GENDER Charlotte Rivero, Erna Grönlund / Barbro Renck / Hanna Vabö Gyllander / Nina Setterfalk……. p.18-19 -
Changing Perspectives Through Somatically Informed Dance Praxis Reflections of One to One Dance and Parkinson’S Practice As Home Performance
DOCTORAL THESIS Changing perspectives through somatically informed dance praxis reflections of one to one dance and Parkinson’s practice as home performance Brierley, Melanie Award date: 2021 General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 02. Oct. 2021 1 Changing perspectives through somatically informed dance praxis: Reflections of one to one Dance and Parkinson’s practice as ‘Home Performance’. By Melanie Brierley: MA, RSME/T, BA, PGCE. A thesis submitted in partial fulfilment of the requirements for the degree of PhD Department of Dance University of Roehampton 2020 2 The research for this project was submitted for ethics consideration under the reference DAN 13/008 in the Department of Dance and was approved under the procedures of the University of Roehampton Ethics Committee on 22/07/13. 3 Acknowledgements I would especially like to thank my Director of Studies, Professor Emilyn Claid, and my PhD Supervisor Dr Sara Houston for their advice during the research and writing of my thesis. -
York University's Department of Dance
York University’s Department of Dance Welcome to this World Dance Alliance Global Assembly performance. The choreography The first and largest dance program in Canada, York’s Department of Dance offers you will see this week reflects the Assembly’s theme Dance/ Diversity/ Dialogue: Bridging courses in modern and ballet, jazz dance, world dance, dance writing, history, Communities and Cultures. kinesiology, dance science, music, ethnology, pedagogy, somatic education, choreography, movement observation, plus substantial performance opportunities. The World Dance Alliance was initiated in Hong Kong in 1990 with the founding of the Asia Pacific region to serve as a primary voice for dance and dancers throughout the Full time Faculty: world, to encourage the exchange of ideas, and to promote the awareness of dance in all Modesto Amegago Penelope Reed Doob Danielle Robinson its many forms. The Americas joined the Alliance in 1993, Europe in 1997, and an Alliance Carol Anderson Norma Sue Fisher-Stitt Holly Small is under development in Africa. Anna Blewchamp Donna Krasnow Mary Jane Warner Karen Bowes-Sewell Mary-Elizabeth Manley (Chair) Global Assemblies are normally held in alternate years, hosted by one of the three Darcey Callison Selma Odom Claire Wootten regions. Previous Global Assemblies have taken place in Seoul, Essen, Philadelphia, (Director, Graduate Program) Tokyo and Dusseldorf. This is the first time a Global Assembly has been held in Canada. For this occasion, each region was invited to nominate four companies to perform during Degrees Offered: the Assembly. Canadian dance artists were solicited through an application process. Bachelor of Fine Arts (Specialized Honours) Master of Arts During the week, you will have the opportunity to see a broad spectrum of dance forms Bachelor of Arts (Specialized Honours) Master of Fine Arts performed by dancers representing a wide range of ages and physical abilities. -
Are Prescription Stimulants “Smart Pills”?
University of Pennsylvania ScholarlyCommons Neuroethics Publications Center for Neuroscience & Society 9-2011 Are Prescription Stimulants “Smart Pills”? M. Elizabeth Smith University of Pennsylvania Martha J. Farah University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/neuroethics_pubs Part of the Bioethics and Medical Ethics Commons, Neuroscience and Neurobiology Commons, Neurosciences Commons, and the Pharmacy and Pharmaceutical Sciences Commons Recommended Citation Smith, M., & Farah, M. J. (2011). Are Prescription Stimulants “Smart Pills”?. Psychological Bullentin, 137 (5), 717-741. http://dx.doi.org/10.1037/a0023825 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/neuroethics_pubs/96 For more information, please contact [email protected]. Are Prescription Stimulants “Smart Pills”? Abstract Use of prescription stimulants by normal healthy individuals to enhance cognition is said to be on the rise. Who is using these medications for cognitive enhancement, and how prevalent is this practice? Do prescription stimulants in fact enhance cognition for normal healthy people? We review the epidemiological and cognitive neuroscience literatures in search of answers to these questions. Epidemiological issues addressed include the prevalence of nonmedical stimulant use, user demographics, methods by which users obtain prescription stimulants, and motivations for use. Cognitive neuroscience issues addressed include the effects of prescription stimulants on learning and executive function, as well as the task and individual variables associated with these effects. Little is known about the prevalence of prescription stimulant use for cognitive enhancement outside of student populations. Among college students, estimates of use vary widely but, taken together, suggest that the practice is commonplace. -
The Arts, Grades 11 and 12
2010 REVISED The Ontario Curriculum Grades 11 and 12 The Arts CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-First Century . 3 The Importance of the Arts Curriculum . 3 Ideas Underlying the Arts Curriculum . 5 Roles and Responsibilities in the Arts Program . 5 Attitudes in the Arts . 7 THE PROGRAM IN THE ARTS 9 Overview of the Program . 9 Curriculum Expectations . 13 Strands in the Arts Curriculum . 15 The Creative Process . 15 The Critical Analysis Process . 17 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT 23 Basic Considerations . 23 The Achievement Chart for the Arts: Grades 9–12 . 26 Information on the Achievement Chart . 28 SOME CONSIDERATIONS FOR PROGRAM PLANNING IN THE ARTS 31 Instructional Approaches . 31 Planning Arts Programs for Students With Special Education Needs . 32 Program Considerations for English Language Learners . 34 Environmental Education and the Arts . 37 Healthy Relationships and the Arts . 38 Equity and Inclusive Education in the Arts Program . 38 Multiple Literacies in the Arts . 40 Literacy, Mathematical Literacy, and Inquiry/Research Skills . 41 Critical Thinking and Critical Literacy in the Arts . 42 The Role of the School Library in the Arts Program . 43 The Role of Information and Communications Technology in the Arts Program . 44 The Ontario Skills Passport and Essential Skills . 45 Career Education . 45 Une publication équivalente est disponible en français sous le titre suivant : Le curriculum de l’Ontario, 11e et 12e année – Éducation artistique, 2010 This publication is available on the Ministry of Education’s website, at http://www.edu.gov.on.ca. Cooperative Education and Other Forms of Experiential Learning . 45 Planning Program Pathways and Programs Leading to a Specialist High Skills Major . -
State High School Dance Festival 2014 – BYU Adjudicator and Master Class Teacher Bios
Utah Dance Education Organization State High School Dance Festival 2014 – BYU Adjudicator and Master Class Teacher Bios Kay Andersen received his Master of Arts degree at New York University. He resided in NYC for 15 years. From 1985-1997 he was a soloist with the Nikolais Dance Theatre and the Murray Louis Dance Company. He performed worldwide, participated in the creation of important roles, taught at the Nikolais/Louis Dance Lab in NYC and presented workshops throughout the world. At Southern Utah University he choreographs, teaches improvisation, composition, modern dance technique, tap dance technique, is the advisor of the Orchesis Modern Dance Club, and serves as Chair of the Department of Theatre Arts and Dance. He has choreographed for the Utah Shakespearean Festival and recently taught and choreographed in China, the Netherlands, Mexico, North Carolina School of the Arts, and others. Kay Andersen (SUU) Ashley Anderson is a choreographer based in Salt Lake City. Her recent work has been presented locally at the Rose Wagner Performing Arts Center, the Rio Gallery, the BYU Museum of Art, Finch Lane Gallery, the City Library, the Utah Heritage Foundation’s Ladies’ Literary Club, the Masonic Temple and Urban Lounge as well as national venues including DraftWork at Danspace Project, BodyBlend at Dixon Place, Performance Mix at Joyce SOHO (NY); Mascher Space Cooperative, Crane Arts Gallery, the Arts Bank (PA); and the Taubman Museum of Art (VA), among others. Her work was also presented by the HU/ADF MFA program at the American Dance Festival (NC) and the Kitchen (NY). She has recently performed in dances by Ishmael Houston-Jones, Regina Rocke & Dawn Springer. -
Total Force Fitness for Endurance Events
TOTAL FORCE FITNESS FOR ENDURANCE EVENTS 30 October 2019 CONTENTS INTRODUCTION 3 SECTION 1 : TRAINING 4 CHAPTER 1: THE SUPPORT YOU NEED TO CROSS THE FINISH LINE 5 CHAPTER 2: STRESS-FRACTURE PREVENTION: ENDURANCE-TRAINING EDITION 7 CHAPTER 3: HEAT-ILLNESS PREVENTION 8 CHAPTER 4: WHEN “RUBBING DIRT IN IT” ISN’T THE ANSWER 9 CHAPTER 5: EVERYDAY PERFORMANCE NUTRITION 11 CHAPTER 6: ENDURANCE-TRAINING WORKOUT PLANNING 16 WORKSHEET: TRAINING GOALS PLANNER 17 WORKSHEET: CARDIO PLANNER 19 WORKSHEET: WEIGHT-TRAINING PLANNER 21 CHAPTER 7: IMAGINE YOUR WAY TO BETTER PERFORMANCE 22 WORKSHEET: BUILD AN IMAGERY SCRIPT 23 CHAPTER 8: TRAINING NUTRITION 28 CHAPTER 9: THE RUNNER’S CORNER 33 SECTION 2: EVENT 37 CHAPTER 10: CHECKLIST FOR ENDURANCE ATHLETES 38 CHAPTER 11: CHECKLIST FOR FAMILY AND FRIENDS OF ATHLETES 40 CHAPTER 12: OPTIMIZE PERFORMANCE THROUGH POSITIVE SELF-TALK 42 CHAPTER 13: GOT ANXIETY? GET EXCITED INSTEAD! 44 CHAPTER 14: PRE-EVENT AND EVENT-DAY NUTRITION STRATEGIES 45 SECTION 3: RECOVERY 47 CHAPTER 15: FINISH STRONG: RECOVERY NUTRITION 48 CHAPTER 16: ACTIVE AND PASSIVE RECOVERY 49 CHAPTER 17: ENDURANCE EVENT AFTER-ACTION REVIEW (AAR) 52 2 TOTAL FORCE FITNESS FOR ENDURANCE EVENTS INTRODUCTION Optimal performance requires more than just physical prowess. Many other factors play a role in your endurance performance. This Human Performance Resources by CHAMP Total Force Fitness for Endurance Events guide contains hundreds of evidence-based tips to help you maximize your training and recov- ery for peak performance on race day. It brings the concept of Total Force Fitness for Military Service Members to the arena of athletic endurance. -
Dance Intervention for Adolescent Girls
Dance Intervention for Adolescent Girls Dedication To all adolescent girls Örebro Studies in Medicine 144 ANNA DUBERG Dance Intervention for Adolescent Girls with Internalizing Problems Effects and Experience Cover picture: Claes Lybeck © Anna Duberg, 2016 Title: Dance Intervention for Adolescent Girls with Internalizing Problems Effects and Experiences Publisher: Örebro University 2016 www.oru.se/publikationer-avhandlingar Print: Örebro University, Repro 04/2016 ISSN 1652-4063 ISBN 978-91-7529-140-6 Abstract Anna Duberg (2016) Dance Intervention for Adolescent Girls with Internalizing Problems. Effects and Experiences. Örebro Studies in Medical Science 144. Globally, psychological health problems are currently among the most serious public health challenges. Adolescent girls suffer from internalizing problems, such as somatic symptoms and mental health problems, at higher rates than in decades. By age 15, over 50 % of all girls experience multiple health complaints more than once a week and one in five girls reports fair or poor health. The overall aim of this study was to investigate the effects of and experiences with an after-school dance intervention for adolescent girls with internalizing problems. The intervention comprised dance that focused on resources twice weekly for 8 months. Specifically, this thesis aimed to: I) investigate the effects on self-rated health (SRH), adherence and over-all experience; II) evaluate the effects on somatic symptoms, emotional distress and use of medication; III) explore the experiences of those participating in the intervention; and IV) assess the cost-effectiveness. A total of 112 girls aged 13 to 18 years were included in a randomized con- trolled trial. The dance intervention group comprised 59 girls, and the control group 53. -
The Dancing Imagination: How Does Imaginative Imagery Facilitate Movement Qualities in Dance Training and Performance?
Edith Cowan University Research Online Theses : Honours Theses 2010 The Dancing Imagination: How Does Imaginative Imagery Facilitate Movement Qualities in Dance Training and Performance? Rachel Perica Edith Cowan University Follow this and additional works at: https://ro.ecu.edu.au/theses_hons Part of the Dance Commons Recommended Citation Perica, R. (2010). The Dancing Imagination: How Does Imaginative Imagery Facilitate Movement Qualities in Dance Training and Performance?. https://ro.ecu.edu.au/theses_hons/1407 This Thesis is posted at Research Online. https://ro.ecu.edu.au/theses_hons/1407 Edith Cowan University Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorize you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. A court may impose penalties and award damages in relation to offences and infringements relating to copyright material. Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. Use of Thesis This copy is the property ofEdith Cowan University. However the literary rights of the author must also be respected. Ifany passage from this thesis is quoted or closely paraphrased in a paper or written work prepared by the user, the source ofthe passage must be acknowledged in the work. -
DANCE SCIENCE and SOMATICS in TRAINING and PERFORMANCE by HANNAH KAY ANDERSEN a THESIS Presented to the School of Music and Danc
DANCE SCIENCE AND SOMATICS IN TRAINING AND PERFORMANCE by HANNAH KAY ANDERSEN A THESIS Presented to the School of Music and Dance and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Master of Fine Arts June 2017 THESIS APPROVAL PAGE Student: Hannah Kay Andersen Title: Dance Science and Somatics in Training and Performance This thesis has been accepted and approved in partial fulfillment of the requirements for the Master of Fine Arts degree in the School of Music and Dance by: Dr. Steven J. Chatfield Chairperson Sherrie Barr Member Sarah Ebert Member Shannon Mockli Member and Scott L. Pratt Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded June 2017 ii © 2017 Hannah Kay Andersen iii THESIS ABSTRACT Hannah Kay Andersen Master of Fine Arts School of Music and Dance June 2017 Title: Dance Science and Somatics in Training and Performance This mixed methods investigation analyzes the effect of a novel somatics training program on dance skills. Fourteen dancers were divided into treatment and control groups. The treatment group participated in an eight-week workshop on the use of the spine utilizing sensory experiences, mini-lectures, and dance exercises. During entry and exit, all dancers learned two phrases by video containing the same motor-patterns with contrasting choreographic intents; Phrase A fluid, sustained and slow, Phrase B, dynamically enhanced. Participants performed each phrase for the camera, to be scored by a judging panel. Descriptive statistical analysis of judging data suggests the workshop positively affected their execution of skills in Phrase A, over B. -
Physical Education Fitness Plan Study Guide
Physical Education Fitness Plan Study Guide The following topics will be covered on the assessment: • Components of health-related fitness (flexibility, body composition, cardiorespiratory endurance, muscular strength, and muscular endurance) • FITT Principle • Training Principles • Components of skill-related fitness (agility, balance, coordination, power, reaction time, and speed) • Careers in health and fitness • Fitness assessments(e.g., Presidential Fitness Challenge) • Fitness logs and goal setting throughout life • Health and Fitness Plans • Safety Principles • R.I.C.E • Warm up/Cool down This packet includes the following documents to help you study: 1. Lake Washington School District Fitness Power Standards that will be covered on the assessment 2. Lake Washington School District Proficiency Scales for the standards that will be covered on the assessment 3. Information to help you study for the assessment Addition information can be found at: • Careers in health and fitness: https://www.shapeamerica.org/career/fields/ • Fitness assessments: https://www.hhs.gov/fitness/index.html • Fitness and changes of life http://www.apa.org/pi/aging/resources/guides/older.aspx 9/2021| Curriculum and Assessment documents by Lake Washington School District are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 1 Fitness Level II | Power Standards 3. Understands the components of health-related fitness and interprets information from feedback, evaluation, and self-assessment in order to improve performance. 4. Understands the components of skill-related fitness and interprets information from feedback, evaluation, and self-assessment in order to improve performance. 5. Develops and monitors a fitness plan. Please note: Power standards 1 and 2 are movement standards so will not be assessed on the Fitness Knowledge Assessment.