Uncovering the Essence of What Animates Us Beneath The Dance: Investigating the Lived Experiences of Bodily Perceptions Generated While Dancing
Bibliographic record
Abstract
This dissertation is a phenomenological study in which I endeavour to uncover the essence of what animates us beneath the dance by investigating the lived experiences of bodily perceptions generated while dancing. I present four perspectives to illuminate this essence. In my first perspective, I offer literature from a variety of phenomenologists, dancers and choreographers which substantiate vital and spiritual perceptions generated while dancing. In my second perspective, I conduct an autobiographical inquiry and recollect my childhood experiences of dance. In my third perspective, I present an historic narrative about the lives of my dance mentors Gertrud and Magda Hanova which is of significant historical importance for dance history to Vancouver. In my fourth perspective, looking through the lens of phenomenology and drawing on performative inquiry, I present textual reflections written by grade four students, which explore the children’s dancing experiences. In conclusion, I stress the need to return again and again to the dancing body in order to experience revitalization and renewal. I explore the significance of dance for teaching and learning and expand on how this study may inform education. This work is an invitation to celebrate returning to the dancing body and to honour the divinity of the dance in each person.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".