The Performer-Audience Connection is a pioneering foray into one of the major puzzles of human communication: the communication of emotion in dance. It is the first attempt of its kind systematically to investigate what performers wish to convey and what audiences perceive in the performance of dance. The centerpiece of this provocative book is an examination of performer intentions and audience response at eight dance performances in Washington, D.C. Part of the Smithsonian Institution Division of Performing Arts Dance Series, these concerts featured a variety of dance genres and cultures: American tap dance, Kathakali dance-drama from Kerala, India, Japanese Kabuki, contemporary avant-garde dance, Philippine folk dance, the Indian classical tradition of Kuchipudi, and modern dance to an AfroAmerican spiritual. How did dancer and audience interact at the emotional level on these eight occasions? What affected performer-audience rapport? Through interviews of both spectators and dancers, Judith Lynne Hanna explores the performers' ways of imparting emotion through movement and audience members' expectations and responses. In doing so she casts new light on important issues of cultural identity, sex role, historic attitudes toward dance, and even marketing the arts today. A landmark work not only for performers who wish to reach their audiences more effectively but also for choreographers, anthropologists, specialists in nonverbal communication, behavioral scientists, educators, and all who are fascinated by the arts and the special magic of the "performer-audience connection."

Exploring dance from the rural villages of Africa to the stages of Lincoln Center, Judith Lynne Hanna shows that it is as human to dance as it is to learn, to build, or to fight. Dance is human thought and feeling expressed through the body: it is at once organized physical movement, language, and a system of rules appropriate in different social situations. Hanna offers a theory of dance, drawing on work in anthropology, semiotics, sociology, communications, folklore, political science, religion, and psychology as well as the visual and performing arts. A new preface provides commentary on recent developments in dance research and an updated bibliography.

Throughout history and in contemporary times, people worldwide have danced to cope with the stresses of life. But how has dance helped people resist, reduce, and escape stress? What is it about dance that makes it a healing art? What insights can we gain from learning about others' use of dance across cultures and eras? Dancing for Health addresses these questions and explains the cognitive, emotional and physical dimensions of dance in a spectrum of stress management approaches. Designed for anyone interested in health and healing, Dancing for Health offers lessons learned from the experiences of people of different cultures and historical periods, as well as current knowledge, on how to resist, reduce, and dance away stress in the disquieting times of the 21st century. Anthropologists and psychologists will benefit from the unique theoretical and ethnographic analysis of how dance affects communities and individuals, while dancers and therapists will take away practical lessons on improving their and their patients' quality of life.

"Ambitious in its scope and interdisciplinary in its purview. . . . Without doubt future researchers will want to refer to Hanna's study, not simply for its rich bibliographical sources but also for suggestions as to how to proceed with their own work. "Dance, Sex, and Gender" will initiate a discussion that should propel a more methodologically informed study of dance and gender."--Randy Martin, "Journal of the History of Sexuality"

Dancing to Learn: Cognition, Emotion, and Movement explores the rationale for dance as a medium of learning to help engage educators and scientists to explore the underpinnings of dance, and dancers as well as members of the general public who are curious about new ways of comprehending dance. Among policy-makers, teachers, and parents, there is a heightened concern for successful pedagogical strategies. They want to know what can work with learners. This book approaches the subject of learning in, about, and through dance by triangulating knowledge from the arts and humanities, social and behavioral sciences, and cognitive and neurological sciences to challenge dismissive views of the cognitive importance of the physical dance. Insights come from theories and research findings in aesthetics, anthropology, cognitive science, dance, education, feminist theory, linguistics, neuroscience, phenomenology, psychology, and sociology. Using a single theory puts blinders on to other ways of description and analysis. Of course, all knowledge is tentative. Experiments necessarily must focus on a narrow topic and often use a special demographic-university students, and we don't know the representativeness of case studies.