Dr. Adesola Akinleye is an artist-scholar. She is a Senior Lecturer in the Faculty of Arts and Creative Industries. She began her career as a dancer with Dance Theatre of Harlem, USA she later worked with Green Candle Dance UK and Union Dance UK. Her company DancingStrong, currently creates interdisciplinary-performance work touring UK and North America.
Adesola is Programme Leader for BA Professional Practice (BAPP Arts) and Co-Programme Leader for the three MA Professional Practice (MAPP) programmes (Dance, Dance Technique Pedagogy, and Somatic Studies). Her teaching, writing and choreography weave together to inform her creative practice which centers on exploring the lived experience as embodied, and 'bodily' knowledge as central to meaning making.
Her current work includes working in response to the Brexit Referendum exploring/dancing on boundaries and boarders with communities in Northern Ireland, Poland, UK and beyond – Freedom of Movement, MNM Project.
Her other strand of movement research involves developing work for young audiences. In 2018 & 2019 DancingStrong will be touring two works for young people Light Steps (0-4+ years) http://www.lightstepsdance.com and Found (3-5+ years) http://www.ilaproject.com
Her most recent writing project editing Narratives in Black British Dance: embodied practices was published in February 2018.
Adesola is a Fellow of the RSA. She holds an interdisciplinary Doctor of Philosophy in dance/sociology/embodiment (Body, dance and environment: An exploration of embodiment and identity) from Canterbury Christ Church University, UK. She has a Master of Arts (distinction) in Work-based learning: Dance in education and the community from Middlesex University, UK.
She has been a guest teacher / choreographer in institutions and companies in UK, Canada and USA including Dance Theatre of Harlem Summer program. She is a Fellow of Higher Education Academy and holds a PG Cert in Higher Education as well as being a licensed Gyrotonic and Gyrokinesis teacher.
Her interest in dance as a language for communication of embodied experience has led her to the Public Pedagogy of community informed starting points for art performance creation. Including consulting and teaching on arts-integrated education and school curriculum building internationally. Her performance work has a strong conceptual strand, ranging from concert dance to site-specific, community settings and installation-based performance. An overview of her work can be seen at www.dancingstrong.com
Adesola is interested in pedagogies that acknowledge experience as learning: meaning making that begins in the embodied of doing. She sees critical thinking/doing and inquiry as central to any curriculum, focusing on supporting students in evaluating and reflecting on information they receive rather than seeing students as empty units to be filled with information. She has written on Feedback as transactional relationship between Student and teacher.
Akinleye, Adesola & Rose Payne (2016) “Transactional Space: Feedback, critical thinking, and learning dance technique”, Journal of Dance Education, Vol.16 Iss: 4, pp.144-148, http://www.tandfonline.com/doi/full/10.1080/15290824.2016.1165821
She Programme Leads and teaches on the Professional Practice programmes (BAPP and MAPP) in the Faculty of Arts and Creative industries
BA Professional Practice:
MA Professional Practice:
Akinleye, Adesola (2016) Narrating Spaces. In: Black Women in Dance: Stepping Out of the Barriers. Carty, Hilary S. and Johnson, Pam and Watson, Sharon and Brookes, Pawlet , eds. Serendipity Artists Movement. ISBN 978-0992631932
Akinleye, Adesola and Payne, Rose (2016) Transactional space: feedback, critical thinking, and learning dance technique. Journal of Dance Education, 16 (4). pp. 144-148. ISSN 1529-0824
Akinleye, Adesola (2014) Untitled: women's work. [Film/Video]
Akinleye, Adesola and Califano, Anton (2014) Light Steps promo. [Artefact]
Akinleye, Adesola (2012) Orientation for communication: embodiment, and the language of dance. Empedocles: European Journal for the Philosophy of Communication, 4 (2). pp. 101-112. ISSN 1757-1952