Democratic and Feminist Pedagogy in the Ballet Technique Class

Ritchie, Ashleigh; Brooker, Fiona

doi:10.1080/15290824.2019.1588463

Cited by 6 publications

(2 citation statements)

References 65 publications

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“…Feltételeztük, hogy a klasszikus balett az a műfaj, amelyet a legtöbb kutatás tematizál története, technikai összetettsége, valamint élettani és biomechanikai elemzési lehetőségei miatt. Ez a hipotézis viszont nem igazolódott be, mivel a 69 cikk alapján a kortárs tánc volt a leggyakrabban vizsgált táncműfaj (Baran, 2020;DiPasquale & Roberts, 2022;Higdon, 2022;Dryburgh, 2020;Dryburgh & Jackson, 2016;Higdon & Stevens, 2017;Kearns, 2016;O'Leary et al, 2019;Papp-Danka & Lanszki, 2020;O'Leary et al, 2019;Pulinkala 2014;Rimmer, 2017;Ritchie & Brooker, 2018;Salcedo et al, 2017;Szászi & Szabó, 2021;Salcedo et al, 2017;Tsompanaki, 2014;Walker, 2019), a klasszikus balett pedig csak a harmadik legkutatottabb terület az elmúlt évtized kutatásaiban (Barton & Ryan, 2014;Duffy, 2018;Papp-Danka & Lanszki, 2020;Petsilas et al, 2019;Rimmer, 2017;Ritchie & Brooker, 2020;Salcedo et al, 2017;Szászi & Szabó, 2021;Salcedo et al, 2017;Walker, 2019) (2. ábra). A néptánc volt a második legtöbbet kutatott táncműfaj (Altun & Atasoy, 2019;Assandri, 2019;Clendinning, 2022;Conner, 2021;Dilek, 2017;Jin & Martin, 2019;Kaktusz, 2020;Liu, 2020;Papp-Danka & Lanszki, 2020;Salcedo et al, 2017;…”

Section: Táncműfajok a Tánccal Kapcsolatos Felsőoktatási Kutatásokokbanunclassified

Dance-Related Research In Tertiary Education : A Systematic Literature Review

Lanszki,

Tongori,

Papp-Danka

2023

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The purpose of this article is to map the landscape of the most recent dance-related research in higher education. Research results from the last ten years, consisting of 69 reviewed articles in total, are overviewed in a systematic literature review based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol. The research presents the current state of multidisciplinary dance research in higher education regarding (1) the most frequently examined dance types in dance research, (2) the countries most typically represented in dance research in higher education contexts, (3) the tendencies in research design, (4) the types of research instruments employed, and (5) the most prominent research topics in dance research in the last ten years.

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Section: Táncműfajok a Tánccal Kapcsolatos Felsőoktatási Kutatásokokbanunclassified

Dance-Related Research In Tertiary Education : A Systematic Literature Review

Lanszki,

Tongori,

Papp-Danka

2023

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“…TD environments in ballet are grounded in the conservatoire-tradition (Persson, 2000), which is known as experience-based, involving early specialization and professionalization, and often based on asymmetric powerrelations and formal top-down delivered learning methods (Lakes, 2005;Stabell, 2018;Haraldsen et al, 2019). However, over time, new pedagogical research, and societal developments, such as feminism, diversity, empowerment, and increased focus on mental health, have influenced dance education with more progressive, studentcentered, and holistic perspectives on teaching and learning (Dragon, 2015;Ritchie and Brooker, 2019;Lindblom, 2020). Yet, evidence from research on dance students' and dancers' health and wellbeing underpin many occupational hazards and ethical challenges, questioning the fulfillment of these trends in practice (Hill et al, 2016;Mainwaring and Finney, 2017;Kolokythas et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

An exploration of reciprocity among teacher and students in female pre-professional ballet education: a shared reality theory perspective

et al. 2023

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The purpose of the present study was to explore perceptions of shared reality in teacher-student partnerships in ballet, and how these perceptions were related to experiences of quality in the relationship and well-being. A longitudinal qualitative study design was adopted, with three female ballet students and their teacher participating in three semi-structured interviews each over an eight-month period. Data were analyzed using a combination of thematic and narrative analysis. Findings indicated that across the teacher-student relationships there were perceptions of a shared reality only on the professional and distanced level and not on a relational and personal level. This was achieved by a common experience of what matters in the world of ballet education as well as students finding their teacher as trustworthy. Furthermore, it appeared that the authoritarian apprenticeship culture in ballet, where the teachers give clear instructions and feedback, and where the student role is to listen and adapt to the teacher’s instructions, was a barrier to fully achieving a shared reality on a personal and deeper level. In turn, this influenced the quality of the relationship and the wellbeing of both teacher and students. The present study offers critical reflections on the cultural backdrop of teaching and learning in ballet and highlights the importance of teachers to facilitate a supportive, unconditional, and trustworthy relationship so that they can work together in a more productive manner.

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The Impact of Student-Centered Learning through Use of Peer Feedback in the Dance Technique Classroom

Brown

2021

Journal of Dance Education

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Democratic and Feminist Pedagogy in the Ballet Technique Class

Cited by 6 publications

References 65 publications

Dance-Related Research In Tertiary Education : A Systematic Literature Review

Dance-Related Research In Tertiary Education : A Systematic Literature Review

An exploration of reciprocity among teacher and students in female pre-professional ballet education: a shared reality theory perspective

The Impact of Student-Centered Learning through Use of Peer Feedback in the Dance Technique Classroom

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