ERIC Number: EJ1004958
Record Type: Journal
Publication Date: 2013
Reference Count: 6
Integrating Contemplative Education and Contemporary Performance
Sanders, Linda A.
New Directions for Teaching and Learning, n134 p53-63 Sum 2013
As a lifelong theater artist and educator, as well as practitioner of a variety of meditative techniques, this author has been keenly interested in the potential impact of sitting meditation and other contemplative practices on acting, vocal, and movement training in college and university performing arts departments. For many years, she wondered if contemplative education could benefit the personal and professional development of artists-in-training. At Naropa University, in cooperation with Academic Affairs and the Performing Arts Department, Sanders was most fortunate to have the opportunity to conduct a qualitative study of the influence of contemplative education on contemporary performance training. The aim of this study was twofold: (1) to describe, interpret, and appraise the impact of contemplative education on the curricula of an interdisciplinary conservatory-level performing arts program, the Master of Fine Arts (MFA) in Theater: Contemporary Performance; and (2) to disclose, compare, and analyze MFA student perceptions of the effects of contemplative education on their professional and personal development (Sanders 2011). The Master of Fine Arts (MFA) in Theater: Contemporary Performance is a graduate program at Naropa University that integrates contemplative education with interdisciplinary conservatory-level performing arts training. This chapter discusses how MFA faculty and students characterize contemplative education and how students view the impact of contemplative education on their personal and professional development.
Descriptors: Higher Education, Masters Programs, Fine Arts, Theater Arts, Metacognition, Attention, Self Concept, School Culture, Buddhism, Context Effect, Educational Environment, Individual Development, Professional Development, Program Effectiveness, Student Attitudes
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Colorado