articulating the physical: knowledge construction in undergraduate dance studies

Dancers construct knowledge that is physical, cognitive, and affective through studio practice. Yet, there is a dearth of literature on the dancer's knowledge. Using the framework of institutional ethnography, supported by strategies from autoethnography, and movement analysis, I document the visceral experiences of dancing while investigating the means through which dancers articulate experiences, both physically and verbally. In this study the basic unit of analysis is the social construction of a dance concert as both an educational experience and a public performance of learning.