Samenvatting

Three ideas are central to this booklet. First, the teaching/learning process is seen as a multi-modal form of teaching/learning. A form of learning that is distributed over the entire body: a living process that requires a bodily attentiveness and dynamical attunement of both teacher and pupil. Second, teaching and learning in dance and music is considered a participatory sense-making activity (in terms of De Jaegher & Di Paolo, 2007). An activity that can be described as an embodied engagement process in which music and dance experiences are exchanged, coordinated and shaped between pupil and teacher.
Rhythm, pulse and timing are co-constituted and co-regulated in the interaction. The third and final idea is that art itself is aesthetic and expressive-affective. In learning and teaching music and dance meaning is created together: the aesthetic and expressive-affective meet, and from this meeting meaning arises.