Dance students’ perceptions of tertiary education in England and in Greece

Abstract

The comparative study examined dance students' views of their dance education and training in tertiary education (further and higher) and their perceptions about the opportunities offered in the their courses available in England (higher education) and in Greece (further education). The aim was to explore similarities and differences between English and Greek dance education systems in order to improve understanding. An interpretive, predominantly qualitative study was undertaken shaped by a modified theoretical model. Presage, process and product variables embraced the design and analysis of the study. Multiple case studies were used to gain insight across dance institutions. These totalled six -three in Greece and three in England -enabling comparative analysis across national borders. Methods involved interviews with dance students (18), lecture observation (average 20) in each, open-ended questionnaires (to 97 students). The results indicated that students from the Greek case study institutions were concerned about the low status and lack of breadth in dance study opportunities, whereas students from the English institutions expressed their satisfaction with the level and breadth of opportunities available. In Greece, a predominantly didactic approach to teacher/learner interaction is applied in contrast to English institutions that apply a more holistic approach.

Producción de conocimientos espacio-corporales en la enseñanza de la danza

“…Según el estudio realizado por Tsompanaki & Benn (2011), la enseñanza de la danza en Grecia e Inglaterra se diferencian, de la siguiente manera: en Inglaterra la enseñanza de la danza se da en la Universidad, mientras que en Grecia no es así -si se intenta equiparar la realidad de ambos países-los estudios del tipo college inglés serían lo más similar, es decir, estudios vocacionales sin grado. El enfoque de este artículo se centra en las experiencias y percepciones de los alumnos.…”

The Pontic dance ‘Tik’. Ethnographic and rhythmic element

“…Field research data came from direct observation, where the researcher witnesses social or personal behaviors without interfering (Creswell 2008), and participatory observation 3 during which the researcher participates in order to study and understand better, interview, which, through semistructured personal interviews, gives information through personal experience of people. Direct observation is perhaps the most appropriate method for collecting dance data as it gives the researcher the time to record and take notes (Tsompanaki and Benn 2011). Structured interviews with the use of 10 questions were used for data collection.…”

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

“…Note: Adapted from "Field of Bachelor's Degree in the United States: 2009," by J. Siebens and C. L. Ryan, 2012. Retrieved from https://www.census.gov/prod/2012pubs/acs- 18.pdf Research into students' perceptions of dance studies has been limited (Tsompanaki & Benn, 2011). There is very little extensive data to illustrate the experiences of being a dance student at a college.…”

“…Students were able to discuss their career expectations and the expectations they had of the dance program. The future of dance as a discipline can be enhanced through listening to students' needs (Tsompanaki & Benn, 2011).…”

“…In the United States, as well as other countries dance agencies, dance artists, and dance researchers are discussing major issues concerning the development of the quality of dance study courses (Tsompanaki & Benn, 2011). In Canada for example, the topic of creative dance belonging in the education curriculum has been debated for the past two decades.…”