The Messages behind the Methods: The Authoritarian Pedagogical Legacy in Western Concert Dance Technique Training and Rehearsals

Lakes, Robin

doi:10.3200/aepr.106.5.3-20

Cited by 78 publications

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“…This perspective, however, strongly contrasts with the previous traditional processes of dance teachers' learning how to teach based on replicating their previous teachers' behaviours (Bakka, 1999;Erkert, 2003;Fortin & Siedentop, 1995;Huddy & Stevens, 2014;Kimmerle & Côté-Laurence, 2003;Lakes, 2005;Paskevska, 1992). …”

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confidence: 88%

“…However, significant limitations have been identified in the literature from dance teachers reproducing previous teachers' behaviours such as: having a focus on teaching technique as subject matter (Dragon, 2015;Morris, 2003), lack of knowledge about pedagogical goals (Warburton, 2008), and lack of reflection about teaching and learning processes (Fortin, 1993). These limitations, as explained later in this thesis, suggest that the experiential nature of learning how to teach by reproducing previous teachers' behaviours, rooted in traditional dance teaching (Dragon, 2015;Lakes, 2005;Schnitt & Schnitt, 1987), might limit dance teachers' acquisition of pedagogical knowledge and skills.…”

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confidence: 99%

“…Lakes (2005) argued that the tendency to replicate previous teachers' behaviours is due to particular influences from past times, such as previous teachers' beliefs, rules, and ideologies alongside the curriculum, syllabus or lesson plan. The teaching models established by previous teachers, even if unrelated to teaching effectiveness, and even though not explicitly taught, are often innately acquired by novice dance teachers as part of their learning experience (Lakes, 2005).…”

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confidence: 99%

“…The use of simple replication of previous dance teachers' behaviours suggests that there might not be much reflection on the part of teachers regarding their teaching behaviours and pedagogical effectiveness (Fortin, 1993;Lakes, 2005).…”

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“…Initially, dance research focused on dance teachers' deficient practices and on the causes of those deficiencies. A major issue highlighted in the literature was that teachers of dance lacked knowledge about effective teaching practices (Howse, 1987), whereby dance teachers acquired their teaching skills by replicating their own previous teachers' behaviours being offered as the explanation (Fortin & Siedentop, 1995;Lakes, 2005;Paskevska, 1992). The literature on pedagogical expertise (Bereiter & Scardamalia, 1993) and dance pedagogy (Erkert, 2003) has described learning from previous teachers as a 'master-apprentice' interaction or as 'apprenticeship by observation' (Grossman, 1990).…”

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The acquisition of pedagogical expertise in dance : a constraints-led approach

Rodrigues¹

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The aim of this PhD research program was to explore the acquisition of pedagogical expertise in dance teachers. A review of the literature on dance pedagogy and expertise revealed three limitations in relation to dance teachers' pedagogical development. First, the literature suggested that a dancer's transition to teacher was traditionally based on replication of previous teachers' behaviours.Second, the literature additionally identified that there appears to be a tendency within the dance field to accept as dance teachers those who have rich and varied experiences as expert dance performers; although they may have little pedagogical knowledge and experience. Thirdly, there is not a unified theoretical consensus on how to analyse the acquisition of pedagogical expertise in dance teachers.The majority of theoretical approaches to dance pedagogy have been based on traditional information processing theory and within the theoretical framework of cognitive psychology. This latter approach can be viewed as limited because of its exclusive focus on the individual and neglect of important ecology influencing an individual's behaviour. Some promising research in the dance and sport literature has theorised individuals as dynamical systems performing in their ecologies. The ecological dynamics theoretical approach is multidisciplinary in nature and allows theorisation of a range of factors in human performance systems, such as those found in dance. Within this approach, the constraints-led theoretical framework allows analysis of environmental, task, and individual factors. Given the lack of prior research in the field and the variety of dance experience to be studied, it was concluded that combining the constraints-led theoretical framework with a qualitative approach would be appropriate to undertake a retrospective investigation of the potential constraints influencing the acquisition of pedagogical expertise. The following research questions (RQs) guided the general enquiry. This research project included an initial data-driven thematic analysis followed by a theory-driven thematic analysis. In other words, both inductive and deductive thematic analyses were conducted and, after extensive analysis and refinement, the interpretation of rich data concerning participants' life experiences, allowed for the identification of five major themes that influenced their acquisition of pedagogical expertise. These themes were then mapped into the constraints-led theoretical framework as environmental constraints (mentors, role models, and students); task constraints (rules); and individual constraints (needs). These environmental constraints were then explored with reference to previous research related to each specific theme (i.e., mentors, role models, students, rules, and needs) as well as with reference to empirical research and the theoretical principles of the constraints-led theoretical framework.The results of this research study provide theoretical as well as potential practical contributions to the fields of e...

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confidence: 99%

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The acquisition of pedagogical expertise in dance : a constraints-led approach

Rodrigues¹

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An evaluation of auditory feedback for students of dance: Effects of giving and receiving feedback

Quinn

Miltenberger

James

et al. 2017

Behavioral Interventions

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The purpose of this study was to evaluate auditory feedback for dance students on a competition team in which one peer provided auditory feedback to another peer for a selected dance movement. Some peers switched roles during the study, and increases in their performances were evaluated both as the receiver and deliverer of auditory feedback. All participants demonstrated increases in their respective target behaviors when they received auditory feedback. Several participants also displayed increases in their movements when they provided auditory feedback to their peer partner, although these increases were not as substantial as those who received feedback.

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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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The Messages behind the Methods: The Authoritarian Pedagogical Legacy in Western Concert Dance Technique Training and Rehearsals

Abstract: LAKES, Robin, As mensagens por trás dos métodos: o legado pedagógico autoritário em aulas e ensaios da dança cênica ocidental. Tradução de Raquel Pires Cavalcanti. PÓS:Revista do Programa de Pós-graduação em Artes da EBA/UFMG. v. 11, n. 21, jan-abr. 2021 Disponível em

Cited by 78 publications

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The acquisition of pedagogical expertise in dance : a constraints-led approach

The acquisition of pedagogical expertise in dance : a constraints-led approach

An evaluation of auditory feedback for students of dance: Effects of giving and receiving feedback

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

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