The purpose of this study was to determine if the use of structured self-reflection in community dance classes would influence achievement goal orientations, levels of intrinsic motivation, or perceived dance performance. The Task and Ego Orientation in Sport Questionnaire (TEOSQ) and the Intrinsic Motivation Inventory (IMI) were modified slightly to reflect involvement in salsa dancing rather than sport and then were administered to 139 Latin dance students at the beginning and end of an 11-week term. The dance classes were divided into control and intervention groups, balanced in terms of sample size and level of instruction. The intervention group completed a salsa self-reflection form during or after class for 9 weeks. At the posttest all students rated their salsa performance and the intervention group evaluated the self-reflection process. Results indicate that although achievement goal orientations were not affected, structured self-reflection is perceived to be a positive tool and may be a useful technique to enhance perceived performance and maintain effort and perceived importance. The participants’ perceptions of the self-reflection process were positive, with no negative effects of engaging in the process reported.
Latin Dance Party refers to a tertiary cultural dance unit in Brisbane, Australia, that combines technical/social Latin American dance with cultural perspectives. This article explores the recommendations from two research projects carried out in this unit, over two years, to investigate team-building and cultural authenticity within teaching and learning pedagogies. As a result of these recommendations, the researchers have explored approaches that enhance teacher-student relationships, the development of online contextual resources, and reflective teaching and learning strategies. These approaches have implications for future research into the integration of cultural contexts into dance teaching methodology in university settings.
Cultural connection: Approaches to cultural education through Latin American danceUniversity dance teachers need a new agility in how they connect cultural understandings to teaching and learning approaches in the current global milieu (Ashley & Lines, 2016). Shapiro (2008) explains that the changes wrought by globalisation "help us rethink how we value one dance form over another" and require of teachers that they "have the knowledge that enables them to illustrate to their students what these changes might mean" (p. vii). McCarthy-Brown (2017) finds that teachers need to acquire skills that connect authentic cultural practice to the university dance classroom through two pedagogical approaches. In the first approach, "diversifying curriculum", "educators provide students with multiple perspectives of dance", which is crucial for challenging "students from the dominant culture" in their pre-conceptions of dance as predominantly a Western cultural artefact (McCarthy-Brown, 2017, p. 11). "Culturally relevant teaching", the second approach, "is a method of teaching that adapts instructional tools and content to relate to the cultural affinity of students" and is relevant to "students
This study identified a range of pedagogies developed to promote global citizenship within a university Latin American dance unit. It implemented changes to teaching and learning approaches in the unit using the Biological Sciences Curriculum Study (BSCS) 5E Instructional Model, supporting learning that privileges transcultural connections to Latin America. The action research used a range of dance teaching pedagogies that were adapted, and evaluated, using the Structure of Observed Learning Outcomes (SOLO)Taxonomy, to support a culturally enriched student learning experience. The findings challenge traditional dance teaching pedagogies through meaningful engagements with the local Latin American dance community and a range of student and teacher reflective approaches.
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