Doing, re-doing and undoing: practice, repetition and critical evaluation as mechanisms for learning in a dance technique class ‘laboratory’

Negotiating the rules of engagement: exploring perceptions of dance technique learning through Bourdieu’s concept of ‘doxa’

“…The idea of teacher direction in dance technique has been examined by a number of dance scholars who have investigated traditional pedagogical paradigms associated with dance technique (Lord 1981, Hanstein 1990, Stinson 1993, Smith 1998, Stevens 2006). Furthermore, to reconceptualise the power relationship between dance technique teacher and students, scholars have explored the use of alternative pedagogical models by drawing on ideas grounded in critical pedagogy, constructivist and somatic learning perspectives (Fortin 1998, Green 1999, Enghauser 2007, Råman 2009, Dyer 2009, Stanton 2011, Aceto 2012, Dryburgh and Jackson 2016.…”

“…An enquiry-based approach to teaching dance technique requires the teacher to create scenarios in which students can actively explore and critically engage with movement phenomena both kinaesthetically and cognitively. Such processes may involve collaborative partner work (Råman 2009), problem-solving activities (Stanton 2011, Aceto 2012) and analysis through group discussion and physical exploration (Dryburgh and Jackson 2016). The action research study being discussed in this paper drew on some of the teaching approaches explored in those studies referenced above.…”

“…Inspired by the research of Stanton (2011), in most exercises, students had been encouraged to test different movement possibilities and to reflect on this process of trial and error. This approach aligns with ideas associated with EBL, which according to Hutchings (2007, 13) aims to convey the notion that 'there are often no straightforward, ready-made answers' and in fact any one scenario could evoke a range possible outcomes.…”

Transactional Space: Feedback, Critical Thinking, and Learning Dance Technique

“…As we observed classes and spoke to colleagues and students, we noticed "feedback" in technique class was often understood as "correction", a term that resonates with negativity (Stanton 2011), since it implies that the teacher holds the knowledge and that this transmission of information is one-way.…”

“…We had experienced how authoritarian and teaching by terror approaches do not embrace the need for constructive feedback and dialogue that is essential for the kind of critical thinking universities assert is valued. When we reflected back on our own past experiences we noted the importance of acknowledging the distinctions between negative feedback, authoritarian teaching, and teaching by terror and the multiple ways in which these might be defined (for instance Geeves 1993, Lakes 2005, Stanton 2011). Regardless of the category of feedback our interest was in how well feedback could stimulate and nurture self-motivation and informed responses from students.…”