Dagmar Spain/Dance Imprints’s artistic work is created in the spirit of “repair” and connectivity, often intertwined with original writing (poetry, monologues, and playwriting) and developed into dance – works. Dance Imprints wants to bring forth artistic works that have a lasting effect on each participating artist/collaborator and audience. The work has been presented in the US, Canada, Germany, the Czech Republic, Switzerland, France, Bulgaria and Japan.
“What she (Dagmar Spain) has is a keen sense of the variety of human experience and the conviction that it lies at the heart of work for the stage.” – Toby Tobias, Village Voice
THE DIALOGIC APPROACH IN LEARNING AND TEACHING
My research, encapsulated in my dissertation, explores the unique transformative potential of the dialogic space. This space, where new perspectives are generated through embodied interactions, is a realm where human inter-relationality and the meeting point of the animate and inanimate take place. In alignment with Edmund Husserl’s (1859-1938) notion of “intersubjectivity,” this research serves as a reminder that no (embodied) thought occurs in isolation, and no new knowledge is born in a vacuum.
Dialogic spaces are filled with “openness and a multiplicity of voices – the potential for unbounded contextual meaning. (Wegerif, 2017)
|
Expanding a dialogue to an embodied experience is a holistic perspective in which the “whole” human is invited to learn, share, and teach. As a post-secondary educator, I view my students as co-participants in their learning imbued with self-authority and self-actualization, defining their life-long learning perspectives.
”The kind of learning that occurs in dialogue is a constantly developing understanding of the world’s phenomena, other people and oneself.” (Alhanen, 2019)
|
