Beyond Perfection: Technology as an Enabler to Promote Higher Order Skills in Performing Arts Education

Ng, Ricky Yuk-Kwan; Wells, Robert; Lee, Louise; Ng, Kwan-Keung

doi:10.1007/978-3-031-08939-8_28

Cited by 2 publications

(2 citation statements)

References 27 publications

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“…That is, it is common for dancers to view their teachers, artistic directors, and choreographers as sources of extreme demands and unrealistic expectations (Mainwaring & Aujla, 2017). This view is perhaps unsurprising given that many dance schools and companies live by the principle of 'practice makes perfect' and employ staff whose responsibility is to perfect the technical skills of their students (Ng et al, 2022).…”

Section: Studying Perfectionistic Climate In Dancementioning

confidence: 99%

Studying Perfectionistic Climates

Grugan,

Fenwick,

Olsson

2023

The Psychology of Perfectionism in Sport, Dance, and Exercise

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In studying perfectionism in sport, dance, and other performance environments, researchers have typically conceptualised perceptions of external pressure to be perfect as a reflection of a performer's perfectionistic personality. However, we believe that when some performers report the experience of external pressure, their experiences are not solely generated internally. Rather, for many performers, they are reporting experiences that are to a much greater degree rooted in the behaviour of others. The major theme forwarded in this chapter is that some performersregardless of how perfectionistic they are themselveswill have the misfortune of encountering specific others and environments that are highly perfectionistic. We are referring particularly to coaches, teachers and instructors, and clubs, teams, and classes, and how these leaders can imbue these environments with perfectionistic messages and cues. To elaborate on this theme, in the current chapter, we introduce, define, and discuss a new construct that captures the degree to which an environment is perfectionisticperfectionistic climate. Introducing and Conceptualising Perfectionistic ClimateTo introduce the notion that experiences of pressure to be perfect can be externally rooted in the behaviour of othersrather than generated internally by the perfectionistic personality of performers -Hill and Grugan (2019) proposed the construct of perfectionistic climate. They defined perfectionistic climate as the informational cues and goal structures that align with the view that performances must be perfect and less than perfect performances are unacceptable. In the first part of the definition, the terms informational cues and goal structures refer to leader behaviours, practices, and relational styles that shape how performers experience their environment. The second part of the definition helps to delineate a perfectionistic climate from other types of climate experience. That is, the key feature of a perfectionistic climate is that it is shaped by leader interactions and practices that emphasise to performers that nothing less than perfect performance will be tolerated.There are two major rationales underpinning the introduction of perfectionistic climate. The first rationale, which is emphasised in the opening to this chapter, is that the perfectionistic pressure experienced by many performers exists independent from their perfectionistic personality. Instead, for some performers, experiences of perfectionistic pressure are rooted in the behaviours of others, and this is demonstrably so. The second rationale is that current approaches to studying climates in sport, dance, and other performance environments (e.g., Achievement Goal Theory, AGT; Nicholls, 1984; Self-Determination Theory, SDT; Ryan and Deci, 2017) do not adequately account for the full range of practices that shape how performers experience their environment (Morgan, 2017).

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Section: Studying Perfectionistic Climate In Dancementioning

confidence: 99%

Studying Perfectionistic Climates

Grugan,

Fenwick,

Olsson

2023

The Psychology of Perfectionism in Sport, Dance, and Exercise

View full text Add to dashboard Cite

show abstract

“…In traditional face-to-face instruction in performing arts subjects, there is a strong emphasis on experiential learning, where teachers demonstrate while students observe and engage in repeated practice to achieve mastery. This process of physical training, which demands substantial time and effort, is an implicit practice in world-class conservatories and dance academies (Ng et al, 2022). Therefore, remote teaching during the pandemic, lacking access to necessary equipment, spaces, performers, and peers, presented a highly unfavorable situation for both performing arts teachers and students.…”

Section: Introductionmentioning

confidence: 99%

Enhancing the Online Learning Experience of Performing Arts Students in the Post-Pandemic Era: A Large-Scale Empirical Study in Hong Kong

Li,

Tian,

et al. 2024

Sage Open

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Performing arts education has been significantly affected by the COVID-19 pandemic crisis around the world since early 2020. Educators had to adapt the classes with remote learning when face-to-face instruction had been suspended during the pandemic. Although frustrations and confusion continued to abound with the implementation of new pedagogies, online teaching, and learning spurred new practices, innovative ideas, and breakthroughs. Some performing arts educators took this opportunity to explore new skills and strategies and provided performing arts students with more impactful learning experiences. Presently, with the COVID-19 pandemic gradually showing a sign of easing, many Hong Kong schools have returned to in-person instruction. Meanwhile, the impactful learning feedback from students triggered calls for redesigning the pedagogy of performing arts education. This study placed the impact of COVID-19 on performing arts education into context and drilled down into the delivery of performing arts education in the post-pandemic era. This study reviewed teaching and learning experiences of performing arts education, with the following three research questions addressed: (a) What is the correlation between performing arts students’ academic traits and their proficiency in utilizing technology during the COVID-19 pandemic? (b) What are the influential factors impacting the hybrid learning experience and outcomes of performing arts students during the COVID-19 pandemic? (c) What are the anticipated expectations of performing arts students regarding future models of arts education? Furthermore, practical solutions and insights for performing arts educational delivery in the post-pandemic era are provided in this study.

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Beyond Perfection: Technology as an Enabler to Promote Higher Order Skills in Performing Arts Education

Cited by 2 publications

References 27 publications

Studying Perfectionistic Climates

Studying Perfectionistic Climates

Enhancing the Online Learning Experience of Performing Arts Students in the Post-Pandemic Era: A Large-Scale Empirical Study in Hong Kong

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