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ERIC Number: EJ1104984
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1464-7893
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.
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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