Monday 28th October 2013
Having done further research and reading I have come across this following article:
http://www.citraining.com/Teaching-the-Dance-Class-Strategies.html
(+sarah r and +Clare Orlandi you may like to read this also!)
I am particularly interested in the sections: 'Optimising the Self within Community' and 'Nurturing the Learner' and shall discuss my thoughts...
Optimising the Self within Community
Here we are seeing the opportunity for teachers to allow their students to feel at one with themselves, understand both their physical and artistic approach to dance as well as their emotions and wellbeing. Helping students to truly know themselves will enable them to progress further within training but also develop as human beings. Keeping on a level with emotions and lifestyle (and your physicality and artistry in this case), gives us all the chance to aim high, understand how to challenge ourselves and push ourselves to our full potential without having any damaging effect.
Allowing both individual and group time with students gives a more personal approach and an opportunity for the dancers to interact with one another and to understand how regular discussion has great benefits. We can learn so much from each other but we must create the time to do so. Having the teacher involved will enable them to feel more connected with their students and perhaps to understand more about them and the way they feel in class.
"Such open discussion of individual differences also encourages students to appreciate each other’s qualities and learn from each other through observation and discussion" .
Nurturing the Learner
I feel that teachers are there to support their students both in and out side the studio space. Teachers should be approachable and dancers must be comfortable around them and feel able to discuss any issues that may occur. Without that connection, students may hide certain feelings or feel that they are unable to fully express themselves through their movement in class. Students should be nurtured to develop their dance skills but also their confidence and progression into adulthood. I believe teachers should be aware of the stages in which students are at and take note of each individual to enable personal development for everyone. All students will have a different way of learning and although it is a tricky job, their teacher should establish these needs and do their very best to give the students what they require.
This quote reflects my own thoughts, those of which I have already discussed on several occasions:
"The teacher can provide praise when improvement is demonstrated, and constructive criticism when changes and corrections are needed. Positive reinforcement can both inspire and motivate the dancer in class."
Reference
'Teaching the Dance Class: Strategies to Enhance Skill Acquisition, Mastery and Positive Self-Image ' - Lynda M. Mainwaring, Ph.D., C.Pysch., and Donna H. Krasnow, M.S.
Hi Emily,
ReplyDeleteThank-you for posting this article :) I've had a quick read through it and it will definitely make for interesting reading later on.
The aspect of motvation theory that I have been reading around recently is Self-determination theory (See Quested & Duda, 2011) and this article contains aspects of this theoretical construct - autonomy, need and relatedness (Reeve, 2005, p106 - 123) - within it with phrases like:
'Students come to class with a desire to develop dance skills; the training will be enhanced if the teacher provides a larger conceptual context and a thorough understanding of movement principles.'
If the pace of the class is too slow or the goals are too easy, students can become bored and unmotivated. In the other extreme, if the pace is too pressured or the goals too difficult, students can become frustrated and anxious.
'The teacher can allow time for personal exploration and for students to work in pairs or small groups to review and discuss material and to give feedback to each other.'
'Focusing on the task at hand can lead to a sense of competence that relates to the results of one’s work. In contrast, focusing on comparisons to others can lead to the fixation on proving oneself superior in order to feel competent,'
(All quotes - Mainwaring & Kresnow, 2010, pp.14-21)
The other great aspect of this article, for me personally, is the fact that it is related to my field of inquiry as well as my topic of inquiry :) By being able to immediately connect the concept with the context of my practice will be invaluable not only in the analysis aspect of my inquiry but also as an example of writing or producing information for a specific audience (i.e.professional artifact).
Thanks again, Emily.
S
References
Mainwaring, L. and Krasnow, D. 2010. Teaching the dance class: Strategies to enhance skill acquisition, mastery and positive self-image. Journal of Dance Education, 10 (1), pp. 14--21.
Quested, E. and Duda, J. 2011. Perceived autonomy support, motivation regulations and the self-evaluative tendencies of student dancers. Journal of Dance Medicine and Science, 15 (1), p. 3.
Reeve, J. 2005. Understanding Motivation and Emotion. 4th ed. USA: John Wiley & Sons, Inc..
Thanks Sarah.
ReplyDeleteI particularly like the quote 'The teacher can allow time for personal exploration and for students to work in pairs or small groups to review and discuss material and to give feedback to each other.' as it relates to my discussion in the blog.
I agree that the teacher must find the correct balance as one would not want their students to feel pressured and anxious... this would not allow an easy development.
I'm glad to see our thoughts and research crossing paths - I'm sure there will be more to come!