Dancing with the Brain Dance isn’t just a sport involving the body and its movements; rather it is a very mental process. While someone dances in their room or even on stage there are two systems in their brain working to make sure that everything goes as planned. These two systems are always present in us, but they take a unique perspective when relating to dance. The first system, called System 1 is processing what is happening all around and is making sure that there are no immediate emergencies. On the other hand System 2 is either zoned out or thinking about the next step. Only when these two systems work together, it makes the dancer appear fluid, and effortless. By being able to harness the ways of System 1 and System 2 …show more content…
System 1 “operates automatically and quickly” with little effort, while System 2 concerns itself with anything requiring effort. System 1 is in charge of things like simple math problems, understanding basic phrases, quick judgments, and driving a car on an empty road (Kahnman, 21). System 2 helps us function in society; it is part of the brain that we associate with ourselves. It does most of the heavy thinking and decision-making but is often lazy. System 1, on the other hand, is special because of the fact that it cannot be turned off; it is always taking more information. System 1’s constant intake allows us to see what is happening around us and be aware, but often most of the things system 1 says get ignored. For example, System 1 knows that you have socks on your feet, but you do not become aware of this until it was brought to your attention, and therefore system 2’s attention. System 1 is also in charge of snap judgments for jumping to conclusions, associating words and phrases together, and intuitive feelings. System one deals in heuristics by placing new information into old or existing information. All this demonstrates that System 1 and System 2 are present in every single thing that we do including …show more content…
There is so much effort that is put into simple choreography in order for it to look effortless. The brain has to work overtime to make the moves as simple as recalling what “2+2” is. These types of actions were completely due to System 1 and System 2 working together in order to make a dancer perform adequately. The main thing in order to improve dancing using the idea of harnessing System 1 and System 2 is to constantly practice. Keep the information fresh. The best thing to do in order to improve is take risks, challenge System 2 by trying new steps that seem impossible and keep repeating these steps until they are ingrained in the brain. These difficult steps will make sure that System 2 is activated so that learning can be guaranteed. Always remember that dancing is just as much of a mental exercise as it is a physical
With System 1 and System 2, the two system mind functions with System 1 making simple
This happens because ballerinas are forced to pick up choreography that is thrown at them in just minutes. Although, ballerinas do not start out with a brain that is ready and capable to remember information and the snap of a finger, their ability to do this grows over years and years in training. This leads to success in academic studies because the brain of a dancer has the ability to look at information and remember it with rapid speed. Their brains have been trained to work at extremely high speeds and this translates into their studies. This allows ballerinas to perform well on tests, quizzes, and exams because of their capability to take information and store it into their brain with exorbitant speed.
In his book, “Thinking, Fast and Slow,” Daniel Kahneman defines two “systems” of thought, which he terms System 1 and System 2. Though he defines the two systems in great detail, in essence, the human mind thinks with either “slow thinking” or “fast thinking.” System 1 is the “fast thinking” system. It is automatic and unconscious. It’s based on human instinct and learns by association. System 2, on the other hand, is the “slow thinking” system. It’s the system that we can control, the system that we use when we concentrate hard a...
There are different levels of information processing, this is called the levels of processing theory (Goldstein, 2008). This theory was proposed by Fergus M Craik, a senior research scientist at the Rotman Research Institute of Baycrest and Robert S. Lockhart, a professor in the Department of Psychology at the University of To...
According to Judith Hanna, “dance may promote wellness by strengthening the immune system through muscular action and physiological processes,” which shows that a person can benefit from dancing by allowing the body to do physical exercises which can allow the body to strengthen itself. In order to do this, there are multiple ways in which Judith Hanna focuses in on to show that dance can have a powerful impact on the body. She explains that there are four different ways in which a person can develop a since of control over their body by (1) possession dance, (2) mastery of movement, (3) escape or diversion from stress and pain through a change in emotion, states of consciousness/ physical capability and (4) confronting stressors to work through ways of handling their effects.
For the dancer, music and choreography are paramount. The music guides the dancer, and the moves express the music. However, the dance has to start from somewhere.
Dual-process models provide an attempt to describe how a phenomenon of two different mental processes, conscious and unconscious play a role in everyday decision making. The field of psychology has seen the development of numerous amounts of dual-process models over the
Dance generally consists of physical movements that require us to use many parts of our body (Olympic Review, 1991 August No. 286). Basic dance or rhythmic and patterned movements are identical throughout the world, in all time and in all cultures, and is a fundamental element of our behavior (Hanley, 1991, p. 385). Since dance is
Learning about Dance: Dance as an Art Form and Entertainment provides visions into the many features of dance and inspires scholars to keep an open mind and think critically about the stimulating, bold, ever-changing and active world of dance. Learning about Dance is particularly useful for those who do not have a wide and diverse dance contextual, such as students in a preliminary level or survey dance course. This book consists of twelve chapters. Chapter one dance as an art form focuses on the basic structures of dance. Dance is displayed through the human body, it has the control to communicate and induce reactions. Dance can be found in many different places, it enables the participants and seekers to touch and knowledge the joy of movement. Dance is discovered as being one of the oldest art forms worldwide. Dance existed in early cultures was recognized in a sequence of rock paintings portrayed dance. Since this discovery of rock paintings, several other forms of art have been found that depict dance. People used rituals in order to worship the gods and believed that the rituals held magical and spiritual powers. During the ancient period civilizations sentient decisions began to be made with regard to dance. Other periods that had an impact on dance were the medieval period, the renaissance period, and the contemporary period. Chapter two the choreographer, the choreographer is a person who comes up with the movements created into a dance routine. The choreographer expresses themselves through choreography because this is their way of communicating with the audience. In order to be a choreographer you must have a passion for dance. Each choreographer has their own approaches and ways of making up a routine. Choreographers ...
Dancing is a tremendously difficult task. That is why all dancers must have a mind mentally
Our concepts govern our thoughts and structure what we perceive, right down to our daily functioning. Thus, it plays a central role in defining everyday realities (Lakoff & Johnson 1980, p.12). However, we are usually not aware of our conceptual system and we act and think more or less automatically along certain lines everyday.
The dual process theory suggests that there are two different modes of processing (Evans, 2008). This theory and its components have been debated across many fields of psychology; including cognitive, social, as well as the neuroscience field. The dual process theory suggests that there are two types of thinking; one fast and intuitive, while the second is slow and deliberative (Evans & Stanovich, 2013). Both types of thinking have a variety of definitions that are used throughout research including reflexive and impulsive for the first type of thinking, with reflective and controlled being used for the second type of thinking (Lieberman, 2003; Strack & Deustch, 2004; Schneuider & Schiffrin, 1977). This theory has been met with some criticism, with researchers arguing that a dual system
The slides says thinking fast “automatic, intuitive, and largely unconscious mode of thinking and uses association and metaphor to produce quick drafts/interpretations of reality” and thinking slow provides a more analytical and conscience effort. Kahneman states that “System 1’s associative memory and judgment generating processes will always try to make some sense of the information that is at hand rather than considering what other information might be worth gathering to make better sense of it. Kahneman argues that this results in an unfortunate tendency to substitute the question that is really being faced with a different one that is consistent with the available information (Peter,
Dancing is a form of art that allows many children to express themselves through body motion while developing many skills. Children throughout the world have been dancing since the day they began walking. When a child to take their first steps and puts together the simplest combination of movements, that would be considered as dancing. Music also plays a major role in the development of children understanding dance, because it is can be used as an accompaniment, and can help children get a better feel for the rhythm in dances. Over the past century educators have come to the conclusion that dance serves as a form of art, and should be taught in public schools and colleges to help the growth in children of all ages both physically, mentally, and academically.
I know that while I dance my heart rate rises and I get exercise. Many of my dance teachers will tell us to keep the right form until we have muscle memory or until we don’t have to think about moving our muscles in a certain way. In one of my dance classes we had a day dedicated to our bodies, seeing what parts of the body are affected by dancing. I found that we use all of our bodies in dance, so it