By Melanye White Dixon
This ebook files the paintings of pioneering ballet pedagogue Marion D. Cuyjet and offers a ancient and descriptive research of her educating profession and faculty inside its sociocultural context. This paintings examines Cuyjet's ethnic roots, the stages of her expert improvement, the evolution of her institution and the pivotal position she performed within the improvement of dance schooling in Black Philadelphia from 1948-1971. Cuyjet's Judimar tuition of Dance set criteria of academic and inventive excellence in Philadelphia through the early years of the Civil Rights circulation. She inspired her scholars to by no means permit the colour in their dermis to restrict their aspirations. Her decided spirit and tenacity strengthened through considerable kin help enabled the varsity to outlive for 23 years and her legacy keeps within the twenty-first century in the course of the paintings of former scholars, equivalent to Judith Jamison.
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Additional info for Marion D. Cuyjet and Her Judimar School of Dance: Training Ballerinas in Black Philadelphia 1948-1971
Pettigrew, T. F. (2008). Future directions for intergroup contact theory and research. International Journal of Intercultural Relations, 32(3), 182–199. Pusch, M. D. (2004). Intercultural training in historical perspective. In D. Landis, J. M. Bennett, & M. J. , pp. 13–36). Thousand Oaks, CA: Sage. Sanford, N. (1966). Self and society: Social change and individual development. New York, NY: Atherton Press. Smith, M. K. (2001). David A. Kolb on experiential learning. The encyclopedia of informal education.
1) in the design. This element of the design can best be explained to participants by using the analogy of breathing. Essentially, breathing is a process of inhaling alternated with exhaling. After taking in new information and experiences participants need time to exhale, reflect, and integrate the new input within the existing cognitive, affective, or behavioral frameworks. As a facilitator, it is also important for you to include sufficient time for the debriefing of any activity, since this is often where crucial learning occurs.
She felt stuck and unsure on how to resolve this dilemma. When the appropriate psychological development has not fully taken place, the individual is not yet capable of responding effectively and appropriately toward the older man and toward herself. A behavioral paralysis may occur. Reconciliation became possible when the former participant reflected on the question of what the actual purpose of a respectful greeting was and how trust could be achieved otherwise. 10 possible learning outcomes for each stage are formulated that participants need to achieve to progress to the next level of intercultural sensitivity.