English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Flow states have been linked to positive emotions, optimal focus, productivity, and a stronger sense of self through learning. Past research has confirmed that dancers experience flow, that flow in dance is related to spirituality and community connectedness, and that environmental factors can inhibit or facilitate dancing flow. This exploratory research (1) illuminates the potential of flow to mitigate the effects of self-objectification and related eating and body image disturbances by connecting literature on flow, dance, and eating disorders through objectification theory, (2) proposes a pedagogy of flow for the ballet classroom informed by this body of research, (3) describes implementation in an intermediate level ballet class in a university setting including reflective writing from students to illustrate their experience of outlined approaches, and (4) delineates the successes, limitations, and challenges of this approach alongside recommendations for future research on flow states and self-objectification in the ballet classroom.

The Challenges and Possibilities of a Pedagogy of Flow as a Foil to Self-Objectification in the Ballet Classroom