Abstract

Embodied experiential learning is central to dance/movement therapy (DMT) education. During the pandemic, DMT educators pivoted to hybrid-online educational delivery and attended to multiple dimensions of student learning and societal crises while attempting to maintain educational quality. Building on the Community of Inquiry (CoI) framework and embodied aesthetic theories of care, the authors explored how educators and supervisors accounted for embodied learning in DMT education and training in an online setting. Data were generated and analysed reflexively from a preliminary conference workshop survey and workshop interactions. An aesthetic, relational experience of caring may be incorporated into an online learning space through developing intra and interpersonal oscillation, which can validate embodied experiences and aid in developing bodily agency. The authors elaborate on emerging promising practices and considerations for future research.

摘要

体验式学习是舞蹈/运动治疗（DMT）教育的核心。疫情期间，DMT 教育工作者转向混合在线教育教学，在努力保持教育质量的同时，关注学生学习和社会危机的多个层面。基于探究社区 (CoI) 框架和体现美学护理理论，作者探讨了教育者和主管如何在在线环境中的 DMT 教育和培训中考虑体现学习。数据是根据初步会议研讨会调查和研讨会互动自动生成和分析的。通过发展内部和人际振荡，可以将审美的、关系性的护理体验纳入在线学习空间，它可以验证具体的经验并帮助发展身体机构。作者详细阐述了新兴的有前景的实践和未来研究的考虑因素。