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Expanding the Canon: South Asian Dance Training in British Universities

Published online by Cambridge University Press:  04 January 2013

Stacey Prickett
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Abstract

An increasing emphasis on multicultural and contextual studies approaches to dance education is evident in curriculum developments, with South Asian dance attaining a stronger presence in courses at British universities. This paper considers a range of aesthetic and pedagogic issues about how South Asian dance technique is situated in dance courses in relation to its position as a contextual subject. To what extent does technical training inform a contextual and aesthetic understanding? How do classical forms sit alongside training in contemporary dance and choreography?

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References

Works Cited

David, Ann. 2003. “Where Have All the Courses Gone?” Pulse 4: 6–8.Google Scholar
Grau, Andrée. 1997. “Dance, South Asian Dance and Higher Education.” In South Asian Dance: The British Experience, edited by Lopez, Alessandra y Iyer, Royo, 55–62. London: Harwood.Google Scholar
Grau, Andrée. 2002. South Asian Dance in Britain: Negotiating Cultural Identity through Dance. London: Roehampton University Press.Google Scholar
Nicholas, Larraine. 2007. Dancing in Utopia: Dartington Hall and lts Dancers. Alton, Hampshire: Dance Books.Google Scholar
Prickett, Stacey. 2003. “Degrees of Change.” Pulse 4: 9–11.Google Scholar

Additional Works Consulted

Brinson, Peter. 1991. Dance Education: Towards a National Dance Culture. London: Routledge.Google Scholar
Prickett, Stacey. 2004. “Techniques and Institutions: South Asian Dance in Britain.” Dance Research (22) 1: 1–21.CrossRefGoogle Scholar
Prickett, Stacey. 2007. “Guru or Teacher? Shishya or Student? Pedagogic Shifts in South Asian Dance Training in India and Britain.” South Asia Research (27) 1: 25–41.CrossRefGoogle Scholar