Hybrid lives of teaching and artistry: a study of teaching artists in dance in the USA

Risner, Doug

doi:10.1080/14647893.2012.677426

Cited by 13 publications

(2 citation statements)

References 13 publications

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“…This is a draft of an article that has been accepted for publication by Oxford University Press in the forthcoming book Oxford Research Encyclopaedia of Education edited by Professor Pat Thomson due for publication in 2018. (Chappell, 2007), dance artists are working in schools (Hall, et al 2007;Risner, 2012;Anderson, et al 2013) and in some cases the peers of the pupils were teaching the class (Nurmi & Kokkonen, 2015). Thus, demonstrating the huge challenge currently being faced to prepare all of these difference cohorts to teach and to offer them appropriate ongoing professional development.…”

Section: Teacher Trainingmentioning

confidence: 99%

Creativity and Dance Education Research

Chappell¹,

Hathaway²

2019

Oxford Research Encyclopedia of Education

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Research into creativity and dance education is increasingly in the spotlight as the community of dance education researchers is growing internationally. In the last fifteen years, the field has blossomed to include new cultural perspectives, voices and styles, and a consistently expanding range of definitions, epistemologies, and methodologies for researching the inter-relationship between “dance,” “education,” and “creativity.” Existing scholarship can be built on by exploring the historical perspective, moving to critically and thematically consider recent developments, and then looking ahead. In so doing, a range of definitions of creativity emerge which focus on cognition through to sociocultural perspectives and the post-human turn. Research into the facilitation of creativity is also pertinent and developing, including performativity and creativity pedagogic tensions, incorporation of technology and inclusion within teacher training, as well as a shift toward articulating creative and cultural dance practices themselves as key to understanding and developing creative pedagogy in dance. Also of interest is the range of methodologies that has been employed to research creativity in dance education and future possibilities in this area. Next steps in research include a focus on future influences from the ever-developing field of dance studies and its articulations of choreography and practice; from research into cultural and indigenous dance and emerging new multicultural ideas about creativity; from applications of advances in psychology and technological methods within dance science; and from the post-human turn in educational research shifting us toward more emergent re-organizations of how we think about and practice creativity in dance education.

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Section: Teacher Trainingmentioning

confidence: 99%

Creativity and Dance Education Research

Chappell¹,

Hathaway²

2019

Oxford Research Encyclopedia of Education

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“…Up to 90% of professional dancers become dance instructors without receiving prior training on how to teach dance (Rogoski, 2007;Warburton, 2008). In fact, Risner (2012) reported that only 15% of dance instructors with a bachelor's degree attained it for dance education. The lack of pedagogical training may result in dancers being trained incorrectly, resulting in injuries (Chua, 2014;Green, 2010), or in the use of coercive training methods, such as picking on students and being excessively critical (Papaefstathiou et al, 2012).…”

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confidence: 99%

Pilot study of a manualized behavioral coaching program to improve dance performance

Quinn

Blair

Novotny

2021

J of App Behav Analysis

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Dance instructors have limited access to training and professional development in behavioral coaching. Manualized interventions have the potential benefits of being readily accessible and affordable to dance instructors wanting to implement evidence-based behavioral coaching procedures. This study examined the potential efficacy of a manualized behavioral coaching intervention, the POINTE Program, to improve student dance performance. Four dance instructors and 4 students, ages 6 to 13 years participated. A multiple baseline design across skills was used to evaluate the student outcomes. The instructors successfully used the POINTE Program to identify target dance skills and select behavioral coaching procedures, and implemented selected coaching procedures with fidelity. Their implementation of behavioral coaching procedures (e.g., auditory feedback, video modeling with video feedback) resulted in improved target dance skills for all students. The results offer initial evidence of the efficacy of using a manualized behavioral coaching program designed to increase dance performance.

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University Dance Students in Taiwan Step Out of Their “Bubble” of Elite Dance Training

2019

Dance and the Quality of Life

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Hybrid lives of teaching and artistry: a study of teaching artists in dance in the USA

Cited by 13 publications

References 13 publications

Creativity and Dance Education Research

Creativity and Dance Education Research

Pilot study of a manualized behavioral coaching program to improve dance performance

University Dance Students in Taiwan Step Out of Their “Bubble” of Elite Dance Training

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