LEADER 03968nam 2200661Ia 450 001 9910457378003321 005 20200520144314.0 010 $a1-283-16882-0 010 $a9786613168825 010 $a0-252-09306-2 035 $a(CKB)2550000000089001 035 $a(EBL)3413842 035 $a(SSID)ssj0000545094 035 $a(PQKBManifestationID)11333682 035 $a(PQKBTitleCode)TC0000545094 035 $a(PQKBWorkID)10553981 035 $a(PQKB)10059221 035 $a(MiAaPQ)EBC3413842 035 $a(OCoLC)753627509 035 $a(MdBmJHUP)muse23675 035 $a(Au-PeEL)EBL3413842 035 $a(CaPaEBR)ebr10532314 035 $a(CaONFJC)MIL316882 035 $a(OCoLC)923492917 035 $a(EXLCZ)992550000000089001 100 $a20110506d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeaching dancing with ideokinetic principles$b[electronic resource] /$fDrid Williams 210 $aUrbana $cUniversity of Illinois Press$dc2011 215 $a1 online resource (145 p.) 300 $aDescription based upon print version of record. 311 $a0-252-07799-7 311 $a0-252-03608-5 320 $aIncludes bibliographical references and indexes. 327 $aCover -- Title page -- Copyright page -- Contents -- Foreword -- Introduction -- Chapter 1. Beams of Light -- Appendix: Lexicons of the Body -- Chapter 2. Relaxation -- Appendix: Constructive Rest by Lulu E. Sweigard -- Chapter 3. Baking Biscuits and Kinesthesia -- Appendix: The Dancer's Posture by Lulu E. Sweigard, with Introduction by Martha Hill -- Chapter 4. Doctors, Dancing, and Ideokinesis -- Appendix: Better Dancing through Better Body Balance by Lulu E. Sweigard -- Chapter 5. Mirror, Mirror . . . -- Appendix: Accentuate the Positive -- Chapter 6. Imagery and HabitAppendix: Walking Bundles of Habit by William James -- Chapter 7. More about Teaching Dancing -- Appendix: Letter XI by Jean-Georges Noverre -- References Cited -- Author Index -- Subject Index. 330 $a"In examining ideokinesis and its application to the teaching and practice of dancing, Drid Williams introduces readers to the work of Dr. Lulu Sweigard (1895-1974), a pioneer of ideokinetic principles. Drawing on her experiences during private instructional sessions with Sweigard over a two-year span, Williams discusses methods using imagery for improving body posture and alignment for ease of movement. Central to Williams's own teaching methods is the application of Sweigard's principles and general anatomical instruction, including how she used visual imagery to help prevent bodily injuries and increasing body awareness relative to movement. Williams also emphasizes the differences between kinesthetic (internal) and mirror (external) imagery and shares reactions from professional dancers who were taught using ideokinesis. Williams's account of teaching and practicing ideokinesis is supplemented with essays by Sweigard, William James, and Jean-Georges Noverre on dancing, posture, and habits. Teaching Dancing with Ideokinetic Principles offers an important historical perspective and valuable insights from years of teaching experience into how ideokinesis can shape a larger philosophy of the dance"--Provided by publisher. 606 $aDance$xStudy and teaching 606 $aDance$xPhysiological aspects 606 $aHuman mechanics 606 $aMovement, Aesthetics of 608 $aElectronic books. 615 0$aDance$xStudy and teaching. 615 0$aDance$xPhysiological aspects. 615 0$aHuman mechanics. 615 0$aMovement, Aesthetics of. 676 $a792.8071 700 $aWilliams$b Drid$f1928-$0628650 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910457378003321 996 $aTeaching dancing with ideokinetic principles$92290930 997 $aUNINA LEADER 05843nam 2200601 450 001 9910798046603321 005 20230808213102.0 010 $a1-4725-6828-1 010 $a1-4725-6827-3 035 $a(CKB)3710000000541024 035 $a(EBL)4197998 035 $a(MiAaPQ)EBC4197998 035 $a(EXLCZ)993710000000541024 100 $a20160113h20162016 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aEducational leadership for a more sustainable world /$fMike Bottery 210 1$aLondon, England :$cBloomsbury Academic,$d2016. 210 4$dİ2016 215 $a1 online resource (241 p.) 300 $aDescription based upon print version of record. 311 $a1-4725-6825-7 320 $aIncludes bibliographical references and index. 327 $aCover page ; Halftitle page ; Series page ; Title page ; Copyright page ; CONTENTS; ACKNOWLEDGEMENTS; PREFACE; PART ONE Describing and Identifying the Problems; CHAPTER ONE Leading Sustainability, Sustaining Leadership ; Introduction: A leadership of pressure and paradox?; Sustainability through the greater recognition of complexity; Educational leadership and the evaluation of contrasting claims; An educational leadership response; CHAPTER TWO The Meanings of Sustainability and the Dynamics of its Decline ; Creating greater sustainability: Maintenance or change? 327 $aBusiness influences on the definition of sustainability Sustainability and educational leadership; Environmental influences on sustainability; From sustainability to unsustainability: The stressing of systems; Reaching crisis point; What can be learnt about the sustainability of educational leadership from such comparisons? ; Conclusions; CHAPTER THREE Tame, Wicked and Humble Leadership; Introduction; Living in a complex world; The tame and the wicked; Wicked problems; Tame and wicked distinctions, or tame and wicked continua?; The advent of super-wicked problems? 327 $aChanging the nature of educational leadershipConclusion: Tame, wicked and humble leadership; CHAPTER FOUR Efficiency, Sufficiency and Educational Leadership; Introduction; Efficiency as an unsustainable concept; Efficiency in a wider societal role; Sufficiency as an imperative value; Sufficiency as a necessary but not a sufficient condition; Sustainability, sufficiency and changing leadership values; As many problems as answers; or as many answers as problems?; Reflecting on macro-problems; PART TWO Global Drivers of Unsustainability ; CHAPTER FIVE Cultures of Economic Growth and Consumption 327 $aIntroduction: Consumption, storage and clutterEconomic imperialism?; The concept of economic growth; (a) Description or prescription; (b) Do people always choose to consume, or are they persuaded into believing they must?; (c) What threats are posed by making consumerism a primary personal and social goal?; Final thoughts: Is consumption then really that good, or are there other goods more worth having?; CHAPTER SIX Global Energy Challenges; Introduction: Raising the flag; Is the challenge one of energy supplies, or one of EROI?; How quickly are we moving from 'easy' to 'tough' energy? 327 $aIt's not what's there, it's what you can access . . .International problems and national energy security; The future of unconventional energy sources; A super-wicked problem requiring a super-wicked response?; Energy trends, climate change and educational involvement; Energy and the impact on education; Educational localization; Final thoughts; CHAPTER SEVEN Climate Change and the Assessment of Evidence; Introduction; The problem of climate change from different perspectives; The role of the economist in climate change; Fuel usage, greenhouse gases and climate change 327 $aFurther confirmatory evidence 330 $a"Educational Leadership for a More Sustainable World argues that current crises in educational policies and practice, including the recruitment and retention of educational leaders, ultimately derive from the interactions between four key challenges which also underpin current global and societal issues of sustainability: A culture of consumption Global energy demands Climate change Emerging population patterns Mike Bottery argues that problems in dealing with these four global challenges, as well as many crises in education, are in large part due to a failure to appreciate their complex interactions and effects, and of the need for sufficiently complex responses. The result is that many policies in many areas hinder rather than facilitate appropriate solutions. However, by showing that the dynamics of crises in educational sustainability have many similarities to those of global systems, this book argues that the adoption of a number of core practices and values can help educational leaders develop greater sustainability, not only in their own area of activity but can also help them make a valuable contribution to greater sustainability at the global level as well"--$cProvided by publisher. 606 $aEducational leadership 606 $aSchool management and organization 606 $aEducation$xEnvironmental aspects 606 $aClimatic changes 606 $aSustainability 615 0$aEducational leadership. 615 0$aSchool management and organization. 615 0$aEducation$xEnvironmental aspects. 615 0$aClimatic changes. 615 0$aSustainability. 676 $a371.2 686 $aEDU032000$aEDU001000$2bisacsh 700 $aBottery$b Mike$0931836 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910798046603321 996 $aEducational leadership for a more sustainable world$93751994 997 $aUNINA