ABSTRACT
This chapter stages a conversation about the development of choreographic analysis as a methodology, since Susan Leigh Foster’s 1986 book, Reading Dancing. Through her analyses, Foster offers a way of examining not only how dances are made and what they mean, but also how dances make meaning. The four authors included in this conversation discuss their distinct uses of choreographic analysis, outline its affordances and limitations, and ponder the ways that decolonial approaches have pushed their teaching and application of the method.
