Dance Research in Italy

Sparti, Barbara; Veroli, Patrizia

doi:10.2307/1478040

Cited by 1 publication

(2 citation statements)

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“…Another country with very little research on dance is Italy. If someone were to go to Italy with the intent on doing research on dance, he or she would find no specialized dance library (Sparti & Veroli, 1995). In spite of the growing interest of dance research in Italy, the challenge has always been lack of resources.…”

Section: Cultural Viewsmentioning

confidence: 99%

“…No courses or degrees in dance were offered at any university in Italy until the late 1990s. Even though Italy has been in the forefront of dance for many years, there is still very little institutional or government support for dance research (Sparti & Veroli, 1995). Receiving degrees in art history or philosophy has rarely led to finding a job in those fields.…”

Section: Cultural Viewsmentioning

confidence: 99%

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Dance students at a two year college: making sense of their academic, cultural, and social world

López

2019

Research in Dance Education

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The purpose of this dissertation was to investigate the lived experiences of community college dance students. Previous research was examined to provide a more holistic picture of dancers during their college years and while in the workforce. The literature reviewed indicated that the emergence of dance as a field of study was controversial. Its beginnings were marked by debates concerning (a) the very definition of dance as a body of motion and a body of knowledge that includes a history and a philosophy as asserted by Dimondstein (1985), (b) its legitimate place within the academy (the perception that university dance programs were vocational in nature with little academic value) as noted by Stinson (1990); and, more recently (c) the possibility of some resolution to make dance not only a performing art but an academic discipline in its own right (Savrami, 2012). The theoretical framework of social cognitive career theory was used but was modified to include only the tenets most frequently cited in the literature that directly influenced the career identity of dancers particularly in relation to their motivation to academically persist and graduate. The phenomenological analysis, in the tradition of Moustakas (1994) and Wertz (2005), produced an early thematic matrix of 18 codes that were reduced to six major themes: aspirations, academic commitment, emotional identification, anticipated outcome or career expectation, vicarious learning, and challenges. One of the major recommendations included conducting a longitudinal study focusing on how students navigate an unpredictable job market, including the discussion of issues of workforce preparation in the academic curriculum and major. iv ACKNOWLEDGMENTS First and foremost, I would like to thank God for guiding me through my long educational journey. This dissertation was the result of hard work and valuable assistance from others. I am very grateful to my committee chair, Dr. Rosa Cintrón, for being so committed to my success. I would also like to acknowledge my parents, family and friends for their support during the difficult times of this process. In addition, I would like to thank the chair of the dance department for assisting me in finding participants for my study. I would also like to recognize my participants for giving their time to participate in my study. To my fellow doctoral cohort, thank you for your assistance and guidance. Finally, I would like to thank my dissertation committee members for their efforts in helping me produce the final product of this study. v TABLE OF CONTENTS LIST OF FIGURES .

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Section: Cultural Viewsmentioning

confidence: 99%

Section: Cultural Viewsmentioning

confidence: 99%