ABSTRACT
The first chapter in this section, ‘Too many cooks?’, presents a framework for engaging in dance making and devising through a continuum of five distinct approaches to the generic choreographic process. This model is conceived for use as a teaching/learning tool with students at all levels who will emerge as dancers, choreographers, dance tutors and contributors to dance in education and community from different countries and contexts, or to experienced choreographers, whatever their genre or style, with refreshing new ways of thinking about key social and creative aspects of dance making. Jo Butterworth provides a rationale for the Didactic-Democratic model with further explanation of its guiding principles. She describes the design and development of the framework model detailing the original sources of research and findings. The current model is then explicated as a continuum of choreographic processes in which the roles of choreographer and dancer participants may change. The last section characterises and exemplifies collaborative processes within dance devising.
