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    المؤلفون: Gaspar, Jéssica Pereira

    المساهمون: Ribeiro, Teresa Domingas Lourenço Fradique, Gaudêncio, Susana Cristina, IC-Online

    وصف الملف: application/pdf

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    المساهمون: Universidade do Minho

    وصف الملف: application/pdf

    Relation: Oliveira, R. O. L. de., & Martins, M. L. (2022). De Chegada de um trem à estação ao leão virtual de Chengdu: A vertigem tecnológica e o aumento da voltagem sensorial. In Z. Pinto-Coelho, S. Marinho & T. Ruão (Eds.), Práticas comunicativas, organizações e educação. Atas das VIII Jornadas Doutorais do CECS (pp. 7–25). CECS.; 978-989-53435-3-9; http://www.lasics.uminho.pt/ojs/index.php/cecs_ebooks/issue/view/276

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    Academic Journal

    المؤلفون: Codoni, Nora

    المصدر: Cuadernos del Centro de Estudios de Diseño y Comunicación; No 197 (2023): Creatividad, emoción y espacio III ; Cuadernos del Centro de Estudios de Diseño y Comunicación; Núm. 197 (2023): Creatividad, emoción y espacio III ; 1853-3523 ; 1668-0227 ; 10.18682/cdc.vi197

    وصف الملف: application/pdf

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    المصدر: Brazilian Journal of Dance Research; Vol. 1 No. 2 (2022): Pesquisas em Dança: fluxo contínuo; 3-36 ; Revue Brésilienne des Études en Danse; Vol. 1 No 2 (2022): Pesquisas em Dança: fluxo contínuo; 3-36 ; Revista Brasileira de Estudos em Dança; v. 1 n. 2 (2022): Pesquisas em Dança: fluxo contínuo; 3-36 ; 2764-782X ; 10.58786/rbed.2022.v2.n2

    مصطلحات موضوعية: sensações, ensino-aprendizagem, ballet, aulas on-line, pandemia

    وصف الملف: application/pdf

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    المؤلفون: Dornelles de Almeida, Doris

    المصدر: Corpo Grafías Estudios críticos de y desde los cuerpos; Vol. 9 No. 9 (2022): Enero-Diciembre 2022; 85-102 ; Corpo Grafías Estudios críticos de y desde los cuerpos; Vol. 9 Núm. 9 (2022): Enero-Diciembre 2022; 85-102 ; Corpo Grafías Estudios críticos de y desde los cuerpos; v. 9 n. 9 (2022): Enero-Diciembre 2022; 85-102 ; 2590-9398 ; 2390-0288

    وصف الملف: application/pdf; text/html; text/xml

    Relation: https://revistas.udistrital.edu.co/index.php/CORPO/article/view/20248/18887; https://revistas.udistrital.edu.co/index.php/CORPO/article/view/20248/19243; https://revistas.udistrital.edu.co/index.php/CORPO/article/view/20248/19244; Aalten, A. (2004). The moment when it comes all together. European Journal of Women’s Studies. SAGE Publications, (11), pp. 263-276. Aristotle. (2002 [1968]). De Anima: Books II and III (with Passages from Book I). With translations and notes by David Walter Hamlyn. Clarendon Aristotle Series. New York: Oxford University Press. Berg, T. (2016). Ballet Pedagogy as Kinesthetic Collaboration: Exploring Kinesthetic Dialogue in an Em bodied Student-Teacher Relationship. Unpublished PhD Thesis. Graduate Program in Dance Studies York University. Toronto: Ontario. Bläsing, B. and Schack, T. (2012). Mental representa tion of spatial movement parameters in dance. Spatial Computation and Cognition. Special Issue: Unusual Bodies, Uncommon Behaviours: Embodied Cognition and Individual Differences in Spatial Tasks. 12(2-3) pp. 111-132. Blasis, C. (1830). The code of Terpsichore: The art of dancing. London: Edward Bull Holles Street. Burnidge Anne (2012). Somatics in the Dance Studio: Embodying Feminist/Democratic Pedagogy, Journal of Dance Education, 12(2), pp.37-47. Classen, C. (2012). The Deepest Sense: A Cultural His tory of Touch. University of Illinois Press. Bull, C. J. C. (1997). Sense, meaning and perception in three dance cultures. In: Meaning in Motion: New Cultural Studies of Dance. Desmond, Jane C. (ed.), Durham: Duke University Press, pp. 296-288. Csordas, T J. (1993). Somatic modes of attention. Cul tural Anthropology. May. 8(2), pp. 135-156. Dewey, J. (1922). Democracy and education. New York: The Macmillan Company. Dyer Becky (2009). Merging Traditional Technique Vocabularies with Democratic Teaching Perspectives in Dance Education: A Consideration of Aesthetic Values and Their Sociopolitical Contexts. The Journal of Aesthetic Education. The University of Illinois Press. 43(4), pp. 108-123. Downey, G. (2010) Practice without theory. A Neu roanthropological perspective on embodied knowledge. Journal of the Royal Anthropological Institute, May. 16 (1), pp. 22-40. Fisher, J. (2015). Survivor: The Ballet Edition. Network of Pointes. Conversations across the field of dance studies. Society of Dance History Scholars. Jill Nunes Jensen and Kathrina Farrugia-Kriel (eds.) Volume XXXV, pp.34-37. Foster, S. L. (1997). Dancing bodies. In: Meaning in motion: new cultural studies of dance. Desmond, Jane C. (ed.), Durham: Duke University Press., pp. 235-257. Foucault Michel (1977). Discipline and punish: the birth of the prison. New York: Vintage Books. Freire, P. (1987[1970]). Pedagogia do oprimido. Rio de Janeiro: Paz e Terra. Geurts, K. L. (2002). Culture and the senses: bodily ways of knowing an African Community. Berkeley and Los Angeles: University of California Press. Gibbons, E. (2007). Teaching Dance: The Spectrum of Styles. Indiana: Author House. Giddens, A. (1984). The constitution of society. Outline of the theory of structuration. Cambridge: Polity Press. Gleich, J. K. (2015) Illuminations. Conversations across the field of dance studies. Network of Pointes. Society of Dance History Scholars. Jill Nunes Jensen & Kathrina Farrugia-Kriel (eds.) Volume XXXV, pp.10-13. Grau, A. (2011). Dancing bodies, spaces/places and the senses: A cross-cultural investigation. Journal of Dance & Somatic Practices. Coventry: Intellect Ltd. 3(1+2), pp.5-24. Green, J. (2002-03). Foucault and the training of docile bodies in dance education. Arts and Learning. 19(1) pp. 99-126. Hammond, S. N. (1984). Clues to Ballet’s Technical History from the Early Nineteenth-Century Ballet Lesson. Dance Research: The Journal of the Society for Dance Research, 3(1), pp. 53-66. Hanrahan, C. and Salmela, J. H. (1990). Dance Images—Do They Really Work or are We Just Imagining Things? Journal of Physical Education, Recreation & Dance, 61(2), pp. 18-21. Hanrahan, C. and Vergeer, I. (2001). Multiple uses of mental imagery by professional modern dancers. Imagination, Cognition and Personality, 20(3) pp. 231-255. Homans, J. (2010). Apollo’s angels: a history of ballet. New York: Random House. Howes, D. (1991). The varieties of sensory experien ce. Toronto: University of Toronto Press. Available at: http://www.sensorystudies.org/sensorial-investigations/doing-sensory-anthropology/ (Accessed on: 26.4.2016). Howes, D. and Classen, C. (2014). Ways of sensing: understanding the senses in society. New York: Routle dge Taylor & Francis Group. Hsu, E. (2008). The Senses and the Social. Ethnos. 73(4) December pp. 433-443. 1 Kealiinohomoku, J. W. (2001[1983]). An anthropologist looks at ballet as a form of ethnic dance. in: Moving history. Dancing cultures: A dance history reader. Ann Dils and Ann Cooper Albright (eds.), Wesleyan Univer sity Press. pp. 33-43. Merleau-Ponty, M. (2012 [1945]). Phenomenology of perception. London: Routledge. Morris, G. (2003). Problems with Ballet: Steps, style and training. Research in Dance Education. 4(1), pp. 17-30. Nakamura, J. and Csikszentmihalyi, M. (2002). The concept of flow. In: Handbook of Positive Psychology. Edited by C. R. Snyder and Shane J. Lopez. New York: Oxford University Press. pp. 90-105. Nordin-Bates, S. (2014). Perfectionism. International Association for Dance Medicine & Science (IADMS). pp. 1-10.; O’Shea, J. (2018). Decolonizing the Curriculum? Un settling possibilities for performance training. Revista Brasileira de Estudos de Presença. Oct./Dec. Porto Alegre: UFRGS. 8(4) pp. 750-762. Pickard, A. (2015). Ballet body narratives: pain, pleasure and perfection in embodied identity. Bern: Perter Lang AG, International Academic Publishers. Potter, C. (2007). Learning to dance: experience in British contemporary dance training. Unpublished PhD Thesis, Oxford: The Queen’s College-University of Oxford, Institute of Social and Cultural Anthropology. Ravn, S. (2009). Sensing movement, living spaces. An investigation of movement based on the lived expe rience of 13 professional dancers. VDM Verlag: Saar brucken. Robinson, E. (2017). Lost (and Found) in Transmission: An Awakening of the Senses. Conversations across the field of dance studies: Teacher’s Imprint—Rethinking Dance Legacy. Society of Dance History Scholars. XXXVII. pp. 40-42. Rosa, C. F. (2015). Brazilian Bodies and Their Choreographies of Identification Swing Nation. Hampshire: Palgrave Macmillan. Roses-Thema, C. (2007). Reclaiming the dancer: embodied perception in a dance performance. Unpublished PhD Thesis. Arizona: Arizona State University. Salosaari, P. (2001). Multiple embodiment in classical ballet educating the dancer as an agent of change in the cultural evolution of ballet. Doctoral dissertation, Theatre Academy. Department of Dance and Theatre Pedagogy. Helsinki: Publisher Theatre Academy. Santos, B. de S. (2018). The end of the cognitive empi re: the coming of age of epistemologies of the South. Durham: Duke University Press. Sheets-Johnstone, M. (2000). Kinetic tactile-kinaesthe tic bodies: ontogenetical foundations of apprenticeship learning. human studies. Netherlands: Kluwer Acade mic Publishers. (23) pp.343-370. Sklar, D. (2008). Remembering Kinesthesia: An Inquiry into Embodied Cultural Knowledge. In: The Migration of Gesture: Dance, Film, Writing. Carrie Noland and Sally Ann Ness (eds.), University of Minnesota PPress. pp. 85-113. Spradley, J. P. (1980). Participant observation. New York: Holt, Rinehart and Winston.; https://revistas.udistrital.edu.co/index.php/CORPO/article/view/20248

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