Accès libre

3. Constructing Meaning and Learning Collaboratively Through Movement and Body Expression

À propos de cet article

Citez

1. Bareka T., Panhofer H. and Rodriguez Cigaran S. (2019), Refugee children and body politics. The embodiment of political self and dance movement therapy, in Movement and Dance in Psychotherapy, 14 (2), pp. 80-94. DOI: 10.1080/17432979.2019.161466810.1080/17432979.2019.1614668 Search in Google Scholar

2. Bradshaw-Yerby A. (2021) Dance Lessons for Writers: Embodied Language Applications for Movement Classrooms, Journal of Dance Education, 21(3), pp. 192-197, DOI: 10.1080/15290824.2021.192813910.1080/15290824.2021.1928139 Search in Google Scholar

3. Buddle H., Voelcker-Rehage C., Pietraßyk-Kendziorra S., Ribeiro, P. and Tidow G. (2008). Acute coordinative exercise improves attentional performance in adolescents, Neuroscience Letters, 441 (2), pp. 219-223 Search in Google Scholar

4. Caldwell C. (2018). Bodyfulness: Somatic practices for presence, empowerment, and waking up in this life. Boulder, CO: Shambala Publications Search in Google Scholar

5. Coe D. P., Pivarnik J.M., Womack C.J., Reeves M.J. and Malina R.M. (2006). Effect of physical education and activity levels on academic achievement in children, in Medicine and Science in Sports and Exercise, 38(8), pp. 1515-1519 Search in Google Scholar

6. Cozolino L. (2013). The social neuroscience of education: Optimizing attachment & learning in the classroom. New York: WW Norton Search in Google Scholar

7. Cozolino L. (2014). The neuroscience of human relationships: Attachment and the developing social brain (2nd ed.). New York, NY: W.W. Norton & Co Search in Google Scholar

8. Stern E. and Bachman R. (2021). Mathematics and Beyond. The Case for Dance in College Mathematics and Beyond, Journal of Dance Education, 21(3), pp. 158-167, DOI: 10.1080/15290824.2021.193935710.1080/15290824.2021.1939357 Search in Google Scholar

9. García S.and Panhofer H. (2019). Los aportes de la danza movimiento terapia en la mejora de la vida y salud mental de migrantes [Dance movement therapy contribution in improving the life and mental health of migrants]. Inclusiones (6) (Special Issue), pp.97–116 Search in Google Scholar

10. Garcia S. and Panhofer H. (2020). Improving migrant well-being: spontaneous movement as a way to increase the creativity, spontaneity and welfare of migrants in Glasgow, in Body, Movement and Dance in Psychotherapy https://doi.org/10.1080/17432979.2020.176720810.1080/17432979.2020.1767208 Search in Google Scholar

11. Hillman C.H., Pontifex M.B., Raine L.B., Castelli D.M., Hall E.E. and Kramer A.F. (2009). “The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children”, Neuroscience, 159 (3), pp. 1044-105410.1016/j.neuroscience.2009.01.057 Search in Google Scholar

12. Hillman C.H., Erickson K.I. and Kramer A.F. (2008). Be smart, exercise your heart: exercise effects on brain and cognition, Nature Reviews Neuroscience, 9(1), pp. 58-65 Search in Google Scholar

13. Mulloy C.W. (2019) Learning to yield: body psychotherapy and complex posttraumatic stress disorder, Body, Movement and Dance in Psychotherapy, DOI: 10.1080/17432979.2019.167382210.1080/17432979.2019.1673822 Search in Google Scholar

14. Nim N. (2016). Dancing to learn: The brain’s cognition, emotion, and movement, Body, Movement and Dance in Psychotherapy, DOI: 10.1080/17432979.2016.119544810.1080/17432979.2016.1195448 Search in Google Scholar

15. Ogden P. and Fisher J. (2015). Sensorimotor psychotherapy: Interventions for trauma and attachment. New York, NY: W.W. Norton & Co Search in Google Scholar

16. Price S. and Rogers Y. (2004). Dancing to learn:The brain’s cognition, emotion, and movement, Body, Movement and Dance in Psychotherapy, DOI: 10.1080/17432979.2016.119544810.1080/17432979.2016.1195448 Search in Google Scholar

17. Price, S. and Rogers, Y. (2004), “Let’s get physical: the learning benefits of interacting in digitally augmented physical spaces”, Computers and Education, 41 (1), pp. 137-15110.1016/j.compedu.2003.12.009 Search in Google Scholar

18. Safta-Zecheria L., Avram, D.L., Ciumăgeanu M., Mitescu-Manea M., Negru, I.A., Ștefănigă, S., Virag F.H. (in press) Researching equity and wellbeing in schools in the time of COVID-19 through youth-led participatory action research, paper presented at the Education and Psychology Challenges – Teachers for the Knowledge Society – 6th edition (EPC-TKS 2021), 24th of September 2021 – online Search in Google Scholar

19. Sugahara S., Sugao H., Dellaportas S. and Masaoka, T. (2016). The effect of body-movement teaching, learning motivation and performance, Meditari Accountancy Research, 24(3), pp. 414-437. Emerald Group Publishing Limited, 2049-372X DOI 10.1108/MEDAR-02-2015-0006 Search in Google Scholar

20. Stella M. and Taggart J. (2020). Attachment, learning and embodied reflective practices in clinical supervision, in Body, Movement and Dance in Psychotherapy, DOI: 10.1080/17432979.2020.178357210.1080/17432979.2020.1783572 Search in Google Scholar

21. Trevarthen C. and Fresquez C. (2015). Sharing human movement for well-being: research on communication in infancy and applications, in Body, Movement and Dance in Psychotherapy http://dx.doi.org/10.1080/17432979.2015.108494810.1080/17432979.2015.1084948 Search in Google Scholar