Name: Dancing to Learn: The Brain's Cognition, Emotion, and Movement (en Inglés)
SKU: 48027067
Price: 50.19 USD
Availability: InStock
Author: Judith Lynne Hanna

portada Dancing to Learn: The Brain's Cognition, Emotion, and Movement (en Inglés)

Dancing to Learn: The Brain's Cognition, Emotion, and Movement (en Inglés)

Formato

Libro Físico

Editorial

Rowman & Littlefield Publishers

Autor

Judith Lynne Hanna

Año

2014

Idioma

Inglés

N° páginas

230

Encuadernación

Tapa Blanda

ISBN13

9781475806052

Categorías

Organización y gestión educativa

Dancing to Learn: The Brain's Cognition, Emotion, and Movement (en Inglés)

Judith Lynne Hanna (Autor) · Rowman & Littlefield Publishers · Tapa Blanda

Libro Nuevo Importado

Envío: 16 a 22 días háb.

$ 100.38$ 50.19

-50%

Costos de importación incluídos en el precio ✅

Libro Nuevo

Quedan 50 unidades

$ 50.19

Llega entre el 16 Sep y el 28 Sep a Quito, Pichincha. Seleccionar ubicación

Agregar a lista de deseos

Reseña del libro "Dancing to Learn: The Brain's Cognition, Emotion, and Movement (en Inglés)"

Dancing to Learn: Cognition, Emotion, and Movement explores the rationale for dance as a medium of learning to help engage educators and scientists to explore the underpinnings of dance, and dancers as well as members of the general public who are curious about new ways of comprehending dance. Among policy-makers, teachers, and parents, there is a heightened concern for successful pedagogical strategies. They want to know what can work with learners. This book approaches the subject of learning in, about, and through dance by triangulating knowledge from the arts and humanities, social and behavioral sciences, and cognitive and neurological sciences to challenge dismissive views of the cognitive importance of the physical dance. Insights come from theories and research findings in aesthetics, anthropology, cognitive science, dance, education, feminist theory, linguistics, neuroscience, phenomenology, psychology, and sociology. Using a single theory puts blinders on to other ways of description and analysis. Of course, all knowledge is tentative. Experiments necessarily must focus on a narrow topic and often use a special demographic--university students, and we don't know the representativeness of case studies.