Scratch nights and hash-tag chats: creative tools to enhance choreography in the higher education dance curriculum

Kelsey, Louise; Uytterhoeven, Lise

doi:10.1080/14647893.2016.1264381

Cited by 4 publications

(8 citation statements)

References 2 publications

(2 reference statements)

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“…The results verify that by proposing and solving problems to guide students to think about the course content and reflect on their own choreography, it is a strategy that helped the development of creativity. The findings echo the previous studies, indicating that asking and solving questions to generate more interactive feedback can stimulate students to think and reflect independently, and then enhance their choreography ability (Kelsey & Uytterhoeven, 2017; Kim, 2016). This is also consistent with the teaching concept that enhances students' ability of choreography by guiding them to analyse dance movements and to appreciate dance works from different perspectives (Wilson, 2016).…”

Section: Discussionsupporting

confidence: 82%

“…Over the past years, numerous studies have discovered that applying CPS in the training of Research and Development workers, training for employees, and senior thesis courses can assist learners in analysing and thinking from different perspectives, in producing more diverse problem‐solving plans, and in effectively enhancing their creativity (Puccio et al., 2006; Wang & Horng, 2002; Wieth et al., 2019). Although most of the current CPS strategies are seldom applied in dance education, many researchers have noticed that addressing and solving problems in the teaching of choreography can generate more interaction and feedback and promote students' independent thinking and self‐reflection, which is conducive to improving the development of creativity (Kelsey & Uytterhoeven, 2017; Kim, 2016). As a result, the present study integrated the CPS strategy proposed by previous researchers into flipped learning to develop a dance learning approach that can facilitate students’ active learning, provide more peer collaboration opportunities, and stimulate the development of creativity.…”

Section: Background and Motivationmentioning

confidence: 99%

“…Although relevant applications have not yet been verified in dance education, learning with the purpose of problem solving can improve students' activeness and self‐learning awareness, and is a method with tremendous potential for developing dance choreography abilities (Li, 2015). Furthermore, promoting students' independent thinking and self‐reflection by problem posing and problem solving has been verified as enhancing students' choreography creativity (Kelsey & Uytterhoeven, 2017; Kim, 2016). Hence, the current study proposed a CPS‐based flipped learning approach to facilitating students’ performing creativity and skills.…”

Section: Literature Reviewmentioning

confidence: 99%

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A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

Hsia

Lin

Hwang

2021

Brit J Educational Tech

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In most performing classes, such as dance or performing arts, students passively follow the scripts or demonstration provided by the teacher, and focus on imitating the acts and practicing repeatedly. Although researchers have begun trying out flipped learning to provide students with opportunities for self‐learning and to increase the time for in‐class collaborative learning and interactions, students’ performing creativity is generally ignored. As a result, the present study proposes a creative problem solving‐based flipped learning (CPS‐based flipped learning) approach to guide students to comprehend the pre‐class materials and to develop their creativity through creative thinking. Moreover an experiment was conducted in a choreography activity of a dance course. A total of 125 university students were recruited and divided into the CPS‐based flipped learning (CPS‐FL) group, the conventional flipped learning (FL) group, and the conventional technology‐based learning (TBL) group for an 18‐week teaching experiment. The results showed that the CPS‐based flipped learning approach could significantly increase students' choreography creativity, dance skills and creative thinking tendency. In addition, the FL group also outperformed the TBL group on choreography creativity and dance skills. No significant differences between the three groups’ collaboration tendency could be found. Lastly, from the students' feedback, it was learned that the CPS‐based flipped learning approach was conducive to stimulating students' inspiration for creation, enhancing their ability to appreciate dance programs and improving their implementation and practice abilities. What is already known about this topic In traditional performing classes, students generally passively follow the examples of demonstration provided by the teacher and focus on repetitive practice. Flipped learning enables students to have more opportunities to practice and interact with peers and the teacher in the class. In flipped learning, proper learning design could be beneficial to increasing students' creativity. What this paper adds A creative problem solving‐based flipped learning approach is proposed. An experiment was conducted in a university dance course to evaluate the impacts of the proposed approach. In addition to performing skills, the proposed approach enhanced the students' creativity performances and learning perceptions. Implications for practice and/or policy Creative problem solving‐based flipped learning has great potential in promoting students’ Creative thinking. Such a learning approach could bring novel ideas into the fields related to creative thinking in addition to arts or performing art courses.

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Section: Discussionsupporting

confidence: 82%

Section: Background and Motivationmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

Hsia

Lin

Hwang

2021

Brit J Educational Tech

View full text Add to dashboard Cite

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“…Egyértelműen látszott, hogy a publikált kutatások több, mint 70%-a angol anyanyelvű országokból származott, ezen belül több, mint 60% (n = 26) az Egyesült Államokból (Baran, 2020;Bonner, 2022;Brown, 2022;Clendinning, 2022;Conner et al 2021;DiPasquale et al, 2021;DiPasquale & Roberts, 2022;Risner & Musil, 2017;Dragon, 2015;Duffy, 2015Duffy, , 2019Duffy, , 2020Gail et al, 2018;Haines & Torres, 2016;Johnson, 2018;Kearns, 2016;Lopez, 2019;McCarthy-Brown, 2015;Patton et al, 2022;Pulinkala, 2014;Purvis, 2018;Risner & Barr, 2015;Robinson, 2016;Sulé, 2015;Walker, 2019) és az Egyesült Királyságból (n = 17) (Assandri, 2019;Domene & Morley, 2022;Dryburgh, 2020;Dryburgh & Jackson, 2016;Ehrenberg, 2020;Farrer, 2018;Higdon & Stevens, 2017;Johnson et al, 2019;Kelsey & Uytterhoeven, 2016;Mills, 2014;O'Leary et al, 2019;Petsilas et al, 2019;Rimmer, 2017;Ritchie & Brooker, 2018Roe, 2017;Seago, 2020), míg csak a cikkek mindössze 10,14%-a származott Ausztráliából…”

Section: A Tánccal Kapcsolatos Felsőoktatási Kutatások Földrajzi Elos...unclassified

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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“…Based on the results of their research, the researchers argue that the choreographic process is significantly improved through innovative technologies, which is due to the emergence of new dance forms. Kelsey et al (2017) note that innovation, particularly the involvement of students in Scratch nights and hash-tag chats, plays a special role in improving the knowledge of choreography students. The importance of the use of Internet technology in choreography students notes You (2020).…”

Section: Literature Reviewmentioning

confidence: 99%

The professional choreographic education: current state and development trends

Bigus

Bilash

Vyshotravka

et al. 2021

Laplage

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The aim of the article is to highlight the features of the development of choreographic education at the beginning of the XXI century on the example of educational institutions of Great Britain and the United States, which train students in "Choreography" specialties. Methods: analysis, synthesis, induction, deduction, observation, description, tabular and graphical representation, comparison, systematization, questionnaire survey, hypothesis, abstraction and generalization. It was established that the development of choreographic education in the beginning of the XXI century is characterized by an annual increase in the number of students being trained as choreographers, choreographic education support by the universities, positive changes after the introduction of support measures for the development of choreographic education, increase in the level of encouragement for students to study the profession of choreographer, usage of modern ICT.

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Scratch nights and hash-tag chats: creative tools to enhance choreography in the higher education dance curriculum

Cited by 4 publications

References 2 publications

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

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

The professional choreographic education: current state and development trends

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