So What Does Dance Have to Do with It? Using Dance to Teach Students about Leadership*
Dance is a common metaphor in both the change and leadership literature. However, can dance, a movement art, actually be used to learn about leadership? The answer is yes and this exercise shows you how. Dance as an instructional strategy allows the instructor to tap the cognitive, affective, and conative components of the brain.
Available from: Ian Sutherland
- "Thirdly, some scholars and practitioners in the field of management education have taken the use of dance beyond the immediate metaphor. They have created and researched teaching sessions involving direct experience of dance – either through watching dancers work (Kerr and Lloyd, 2008), using dance exercises to frame discussions of topics relevant to leaders (Ludevig, this issue; Matzdorf and Sen, this issue; Powell and Gifford, this issue) participating in dance classes (Peterson and Williams, 2004) or even through asking students to create their own choreography and, thus, learn about principles of facilitating work commonly used by choreographers (Bozic and Olsson, 2013). In such sessions, dance is often still used as metaphor, in the sense that concrete experiences with dancing and learning dance are used to facilitate reflective conversations about leadership. "
Available from: Jacob Eisenberg
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ABSTRACT: This article contends that the strategic thinking process is composed of two joint, but paradigmatically distinct, activities—analysis and synthesis. Analysis represents the scientific paradigm, whereas synthesis represents the artistic paradigm. Nevertheless, the Strategic Management course is dominated by the scientific paradigm, even though the artistic paradigm is the means by which true strategic value emanates. Therefore, this article examines the relationship between the scientific and artistic paradigms, concluding that consilience is necessary although challenging. A review of the management education literature reveals attempts at introducing the artistic paradigm to the management classroom. This review leads to the proposal of a case-based experiential exercise that integrates analysis and synthesis in the context of the Strategic Management course.
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