Bibliographic record
Abstract
Contents Acknowledgments Prelude: To Dance Is Cognitive, Emotional, and Moving What Do We Know about Dance? Triangulating Knowledge Brain Scientists Study Dancers and Spectators Disclosure Steps toward Understanding Dance as a Learning Medium Chapter 1. The Brain Choreographs Dance-Maker, Dancer, and Spectator Cross-Cultural Conceptualization of Dance The Body in Space, Time, and With Effort Transformation of Everyday Movements for Expressive Purpose Culture The Moving Body Aids Human Evolution Dancing Nourishes a Ravenous Brain Architecture of the Brain Neurons - Atoms of Thinking Sparking - Neurogenesis Dance Embodies Cognition Senses, Interoception, and Perception Vision, an Especially Important Sense Mirror Neurons Mind and Consciousness Memory Dance in Mind, Space, Pace, and Aging Verbal and Nonverbal (Dance) Languages of Thought Comparison of Languages Many Languages and Dialects of Dance Thinking through Language Multilingualism in Dance Feeling and Emotion Stress Recollection/ Reconsolidation of Emotion Motivation and the Pleasure of Dance Encore Chapter 2. The Mentality and Matter of Learning through Dance The Brain Sustains Dance Languages Powerful Hand Communication More Body Parts, More Powerful Dance Declarative, Procedural, and Social Knowledge for Dance Music and Dance Together Packing and Unpacking Meaning in Dance Symbolization Dancing a Science Dissertation Dimensions of Meaning in Dance (Probing with a Semantic Grid) Dance in the Moment and Memory Visual Images and Mindfulness Perception of Emotion Thinking through Memorable Images of Dance Dance Sparks Brain Networks and Learning for Old and Young Dance Lowers Risks for Brain Deterioration Performing Arts in General Acquisition of Learning Skills through Dance Creativity Challenges Prompting Creativity Encore Chapter 3. Brain-Changing Dance Venues: From Street/Studio/Classroom to Stage and Back Multi-linguistic Dance: Plethora of Genres Many Ways of Learning Dance Academic Schools Pre-School Dance Dance as a Discipline Pre-professional Dance Dance Company Schools and Outreach Programs Arts Magnet Schools Program within a School New York City Public Schools Cluster School Program A County-Wide Multifaceted Program in all Public Schools Dance Integration - with Other Arts or Non-Arts Disciplines Elementary School High School University Dance Education Performing Arts Organization Offerings John F. Kennedy Center for the Performing Arts Lincoln Center Institute for the Arts in Education Washington Performing Arts Society Young Audiences National Dance Institute (NDI) ArtsConnection Young Talent Dance Program/ English Language Literacy Program Community Based Dance Programs Dance Teacher Preparation Private Dance Studios and Conservatories Dance Education Lab Pulse Ontario (Canada) Dance Education Conference National Registry of Dance Educators State Dance Certification In-service Workshops National Dance Education Organization Encore Chapter 4. The Dancing Brain Leaves No One Behind A Performing Art A Liberal Art An Applied Art Personal Development through Dance Aids Learning Dance Engages and Motivates Dance and Changing Behavior Dance Integrated with Other Subjects Assessing Non-dance Learning through Dance Children's Own Dance as a Diagnostic Tool Transfer of Dance Learning Dimensions of Transfer Brain Action Teaching for Transfer Research on Transfer Tools for Dance Learning Media, Cyberspace, and Social Networks Distance Learning Pen and Paper Movement Analysis Dance Curriculum, Standards, Assessment, and Evaluation Dance to Cope with Stress Bad Stress - Distress Good Stress - Eustress Dance a Stressor Escape Encore Chapter 5. Mind and Emotion in Learning Self, Cultural and National Identities through Dance Dancer Identity, Career, Transitions, and Dance-related Options Gender and Sexual Orientation Who Is On-stage? Females Males in Dance Culture, Diversity, Understanding, and Choreographic Inspiration Black/White Interaction Regional or National Identity Applying Cultural Diversity Selecting Dances Cultural Appropriation Playing Anthropologist to Learn about a Culture's Dance Encore Finale and Reverence Dance - Cinderella of Education and Brain Science Plie: Ready to Soar in Brain and Body Figure 1. Elements of Dance Figure 2. Ways of Conveying Meaning in Dance (Semantic Grid) Appendix 1: Tools to Discover the Dancing Brain Appendix 2: To Dance in a Classroom, Even for Non-Dancers Images and Credits References Cited About the Brain Teaching Dance Index About the Author
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".