ERIC Number: EJ1104984
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1464-7893
EISSN: N/A
The Performance in Context Model: A 21st Century Tertiary Dance Teaching Pedagogy
Stevens, Kym; Huddy, Avril
Research in Dance Education, v17 n2 p67-85 2016
Despite tertiary institutions acknowledging that reflective practice is an essential component of undergraduate dance teacher training, there is often a disparity between the tertiary students' reflective skills and the more sophisticated reflective ability needed to navigate the twenty-first-century workforce. This paper charts the evolution of a dance teaching reflective pedagogy within a suite of three units across a three-year undergraduate dance teacher-training course for school, community and studio dance teachers. This reflective pedagogy based on exploration, collaboration, critical questioning and connections with community forms the basis of a model of tertiary dance teacher training; the "Performance in Context Model" ("PCM"). Over the past four years, through four cycles of action research, the "PCM" pedagogy, context and engagement with community has developed into a successful model integrating practical dance teaching skills, artistry and community engagement. The "PCM" represents a holistic collaborative approach to dance teacher education: the marrying of "teacher-as-artist", "teacher-as-performer" and "teacher-as-researcher". More specifically, it emphasises the need for mature, reflective, receptive and flexible approaches in response to dance teaching and learning. These are enacted in a variety of contexts, with tertiary dance teaching students identifying as teaching artists, as well as researchers of their own practice.
Descriptors: Dance, Dance Education, Undergraduate Study, Teacher Education, Action Research, Holistic Approach, Reflective Teaching, Teaching Methods, Reflection, Foreign Countries, Higher Education, Undergraduate Students, Postsecondary Education, Research Methodology, Field Studies, Notetaking, Focus Groups, Questionnaires, Writing Skills, Observation, Cognitive Style, Measures (Individuals), Teaching Models, Creativity, Art Education, Questioning Techniques
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Learning Style Inventory
Grant or Contract Numbers: N/A