Middle school choreography class: two parallel but different worlds

Minton, Sandra Cerny

doi:10.1080/14647890701706081

Cited by 4 publications

(8 citation statements)

References 11 publications

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“…The results are also in line with, and deepen, findings from previous studies of what is important in teaching students how to teach creative dance in physical education. First, current research demonstrates the importance of activating the students' previous dance experiences before they start teaching creative dance (Chen 2000;Minton 2007;Rolfe 2001). The theme 'fear of unconnectedness' concerns how previous experiences were activated when starting to teach in the practicum.…”

Section: Discussionmentioning

confidence: 92%

“…Thereby we have been able to complement the current theoretical approaches to teaching creative dance in a physical education context focus either on the individual expression or on mastery of movements. We have, in line with Ashley (2014), Chappelll (2005) and Minton (2007) suggestions, investigated what creative dance can be in a physical education context, and how teacher students can develop competence in teaching creative dance in physical education in school. By taking a phenomenological perspective, we have elucidated new facets of teaching creative dance in a PE context that can contribute to how teaching creative dance in PE can be done.…”

Section: Discussionmentioning

confidence: 99%

“…In current research on creative dance in a PE context, creative dance is described either as a way of expressing subjective experiences (Cone 2009;Mattsson 2016;Minton 2007;Steinberg and Steinberg 2016;Torrents et al 2012) or as a way of composing dances with set movements from various dance forms (Keun, Keun, and Hint 2006;Larsson and Karlefors 2015;Morin 2008). These two approaches to teaching and learning creative dance in PE is in line with what Dragon (2015) describes as two paradigms within dance education in general: a student-centered approach focusing on dance as education and a teacher-centered approach centering on dance as performance.…”

Section: Research On Teaching Creative Dancementioning

confidence: 99%

“…There are also similarities and agreement between the findings in current research, of what is important in teaching students how to teach creative dance in PE. First, it is important to activate the teacher students' previous dance experiences before they start teaching creative dance (Minton 2007). Second, it is important to create a safe learning environment for creating dance at the university and, third, to give space for reflection on the teacher students' understanding of creative dance and on their teaching practice (Mattsson 2016;Steinberg and Steinberg 2016;Stevens and Huddy 2016).…”

Section: Research On Teaching Creative Dancementioning

confidence: 99%

“…Most of the studies in creative dance in a physical education research field are intervention studies or research on own practice, where the research objective is to explore pupils', students' and/or teachers' experiences of creating dance and students' and teachers' experiences with teaching creative dance (Ørbaek and Engelsrud 2019). Only a few studies, such as Ashley (2014), Chappelll (2005) and Minton (2007), discuss what creative dance as a subject in a school context can become, and how to teach creative dance in accordance with the pedagogical aims in school.…”

Section: Research On Teaching Creative Dancementioning

confidence: 99%

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Teaching creative dance in school – a case study from physical education in Norway

Ørbæk

Engelsrud

2020

Research in Dance Education

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In this qualitative case study, the authors examine teacher students' experiences from teaching creative dance in their practicum in physical education (PE) in Norwegian schools. From a phenomenological perspective, and taking concepts such as participatory sense-making, embodied affectivity and embodied interaffectivity as a point of departure, the authors ask: How do the students experience their interaction with their pupils? How do the students' interact with their pupils in their creative dance teaching? How can these experiences contribute to-and illuminate-teaching creative dance in PE more general? The data material consists of interviews and reflection notes, carried out and written between August 2011 and December 2012. The results show how students starting from instructing set movements and facilitating expressive exploration, evolved toward a teaching practice that encompassed the connections between movements, emotions and language for teaching and learning. The authors conclude that there is a need for further research both on what creative dance as a subject in a school context can become, and on how teaching creative dance can be practiced. The authors suggest further research is needed on how awareness of intercorporeal and interaffective experiences can be relevant concepts for understanding teaching and learning creative dance.

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Section: Discussionmentioning

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Research On Teaching Creative Dancementioning

confidence: 99%

Section: Research On Teaching Creative Dancementioning

confidence: 99%

Section: Research On Teaching Creative Dancementioning

confidence: 99%

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Teaching creative dance in school – a case study from physical education in Norway

Ørbæk

Engelsrud

2020

Research in Dance Education

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Importance of students’ views and the role of self-esteem in lessons of creative dance in physical education

Steinberg

2016

Research in Dance Education

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Skapende dans i en skolekontekst – et forskningsfelt?

Ørbæk

Engelsrud²

2019

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The purpose of this article is first to highlight two key terms calling creative dance a subject tradition, and then to investigate what is needed to call something a research field and how creative dance as a field is delimited and established. The empirical material consists of 87 peer-reviewed articles and six doctoral studies, and the article seeks to discuss the following research question: Does creative dance in a school context constitute a research field, and if so, what significance does this research field have in a school context today? Through a content analysis of the selected articles and doctoral studies, common features of the studies are presented, and the question of whether these common features can qualify as constituting a research field is further elaborated. The results show that creative dance in a school context can be understood and delimited as a research field. Based on that, the authors argue that the teaching of creative dance should be researchbased. Creative dance in a school context is a field of research that has the potential to have significance on a societal level because it can contribute with knowledge about the significance of the body, movement and creative processes in dance in people's learning and meaning-making processes.

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Middle school choreography class: two parallel but different worlds

Cited by 4 publications

References 11 publications

Teaching creative dance in school – a case study from physical education in Norway

Teaching creative dance in school – a case study from physical education in Norway

Importance of students’ views and the role of self-esteem in lessons of creative dance in physical education

Skapende dans i en skolekontekst – et forskningsfelt?

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