Questioning Trends in University Dance

Dyke, Jan Van

doi:10.1080/15290824.2012.625550

Cited by 8 publications

(3 citation statements)

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“…Over the past 40 years, there has been tremendous growth in the number of dance programs nationwide (Van Dyke, 2012). The number of college dance programs grew from 59 in the mid-1950s to over 340 programs in 1997 (Alter, 1997).…”

Section: Significance Of the Studymentioning

confidence: 99%

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

López

2019

Research in Dance Education

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The purpose of this dissertation was to investigate the lived experiences of community college dance students. Previous research was examined to provide a more holistic picture of dancers during their college years and while in the workforce. The literature reviewed indicated that the emergence of dance as a field of study was controversial. Its beginnings were marked by debates concerning (a) the very definition of dance as a body of motion and a body of knowledge that includes a history and a philosophy as asserted by Dimondstein (1985), (b) its legitimate place within the academy (the perception that university dance programs were vocational in nature with little academic value) as noted by Stinson (1990); and, more recently (c) the possibility of some resolution to make dance not only a performing art but an academic discipline in its own right (Savrami, 2012). The theoretical framework of social cognitive career theory was used but was modified to include only the tenets most frequently cited in the literature that directly influenced the career identity of dancers particularly in relation to their motivation to academically persist and graduate. The phenomenological analysis, in the tradition of Moustakas (1994) and Wertz (2005), produced an early thematic matrix of 18 codes that were reduced to six major themes: aspirations, academic commitment, emotional identification, anticipated outcome or career expectation, vicarious learning, and challenges. One of the major recommendations included conducting a longitudinal study focusing on how students navigate an unpredictable job market, including the discussion of issues of workforce preparation in the academic curriculum and major. iv ACKNOWLEDGMENTS First and foremost, I would like to thank God for guiding me through my long educational journey. This dissertation was the result of hard work and valuable assistance from others. I am very grateful to my committee chair, Dr. Rosa Cintrón, for being so committed to my success. I would also like to acknowledge my parents, family and friends for their support during the difficult times of this process. In addition, I would like to thank the chair of the dance department for assisting me in finding participants for my study. I would also like to recognize my participants for giving their time to participate in my study. To my fellow doctoral cohort, thank you for your assistance and guidance. Finally, I would like to thank my dissertation committee members for their efforts in helping me produce the final product of this study. v TABLE OF CONTENTS LIST OF FIGURES .

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Section: Significance Of the Studymentioning

confidence: 99%

“…An example of an intrinsic reward would be pride or a sense of achievement. For example, dancers tend to measure success by satisfaction as opposed to income and stability (Van Dyke, 2012). Students seeking the pleasure of recognition are extrinsically motivated.…”

Section: Motivationmentioning

confidence: 99%

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

López

2019

Research in Dance Education

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“…Jan Van Dyke from the dance department at the University of North Carolina wonders if "perhaps we should not be evaluating new kinds of work with old standards." 62 As dance embraces new disciplines and methods of performing, our notion of dance must broaden.…”

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Artists as Scholars: The Research Behavior of Dance Faculty

Robinson¹

2017

CRL

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. © 2016 Shannon Marie Robinson, Attribution-NonCommercial (http://creativecommons.org/ licenses/by-nc/3.0 /) CC BY-NC.The research behaviors and library use of dance scholars are widely unknown, particularly in regard to issues of access to historical materials and new technology preferences. In the past thirty years, college and university dance departments in the United States have developed into independent, research-based programs. Despite the lack of current research examining the information needs of dance scholars, academic librarians must support the performance, research, and pedagogy of these programs. Interviews with dance faculty from three diverse institutions of higher education provide exploratory data about these scholars' research needs. This qualitative study provides context for dance faculty experiences as both artists and teachers.he academic discipline of dance has a relatively short history. Dance was first accepted in higher education through an association with physical education. Eventually the discipline became aligned with the arts, particularly music and theater. Given the brief history of dance as an academic endeavor, there is a corresponding lack of information about dancers and their research needs.To understand the information needs of dancers in higher education, dance faculty from three universities were interviewed about their information-seeking practices and research needs. These interviews provide exploratory, qualitative data about these scholars' research experiences. Because many academic librarians charged with liaison responsibilities to dance departments do not have backgrounds in dance, the results of this research project will enable them to keep current on dancers' information needs and desired services.

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Building bridges for dance through arts-based research

Wilson

Moffett

2017

Research in Dance Education

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Questioning Trends in University Dance

Cited by 8 publications

References 8 publications

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

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

Artists as Scholars: The Research Behavior of Dance Faculty

Building bridges for dance through arts-based research

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