Embodied Curriculum Theory and Research in Arts Education

In this review of Embodied Curriculum Theory and Research in Arts Education, the reviewer finds a thoughtful, career-spanning collection that will appeal to scholars and graduate students seeking depth in arts and dance education. The book compiles Susan W. Stinson's articles organized thematically and chronologically, offering narrative and critical reflections that trace the evolution of the field. The single biggest reason to buy is the combination of original published pieces and authorial commentary that places each article in context, making it a valuable resource for those researching embodied research approaches.

Key Features

• Curated articles: Selected chapters and articles span decades and show the intellectual development of the author and the field, useful for historical perspective.
• Thematic organization: Pieces are grouped by theme and chronology so readers can follow shifts in theory and method across time.
• Author introductions: Each section opens with a short introduction that frames the articles and highlights changing questions in arts education.
• Post scriptum commentary: Stinson adds a reflective post scriptum for each article, offering contemporary responses and clarifying intentions.
• Contextual insight: The collection contains contextual material not readily available elsewhere, valuable for literature reviews and course reading.
• Relevant to researchers: The book foregrounds embodied methods that remain applicable to current arts and dance education research.

Who It's For

This volume is best for academic readers: doctoral students, faculty, and researchers in arts education and dance studies who want a coherent view of one scholar's contributions over time. It works well as a supplemental text in graduate seminars on research methods, curriculum theory, or embodied practice.

Practitioners seeking quick how-to teaching tips or a concise methods handbook may find the book less immediately practical; its strengths lie in reflective scholarship and historical synthesis rather than step-by-step classroom guides.

Pros & Cons

Pros

• Collects hard-to-find articles in one place, making archival research easier for scholars.
• Stinson's post scriptum notes add clarifying reflections that update earlier work for contemporary readers.
• The thematic and chronological structure reveals intellectual progression across the field.
• Provides valuable contextual insights into arts and dance education not available elsewhere.

Cons

• The book is oriented toward scholarly readers and may be dense for general-interest practitioners.

Specifications

Title	Embodied Curriculum Theory and Research in Arts Education
Author/Brand	Susan W. Stinson
Series	Landscapes: the Arts, Aesthetics, and Education, 17
Content	Selected articles, introductions, and post scriptum commentaries
Coverage dates	Previously published material from 1985 to the present
Focus areas	Arts education, dance education, embodied research

Our Verdict

Embodied Curriculum Theory and Research in Arts Education is a well-curated scholarly collection that repays careful reading. Researchers and graduate students in dance education and arts curriculum studies will find it strong value for its assembled primary texts and the author's reflective updates, while those seeking practical classroom manuals may prefer a different resource.

Frequently Asked Questions

Does this book include original articles or new material?
The collection primarily gathers previously published articles but includes authorial introductions and post scriptum commentaries that add new contextual reflection.

Who wrote the pieces and who edited the volume?
The articles are by Susan W. Stinson, organized and presented by the author with thematic introductions for each section.

Is this suitable for undergraduate coursework?
It is more suited to graduate-level seminars and researchers due to its reflective and scholarly orientation rather than introductory textbook style.