Improvising with Material in the Higher Education Dance Technique Class: Exploration and Ownership

Rimmer, Rachel

doi:10.1080/15290824.2013.819978

Cited by 6 publications

(1 citation statement)

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“…Students were also invited to create short phrases based on technical movement principles including rotation, control of centre and transfer of weight (Kimmerle and Cote Laurence 2003). In addition, they were given opportunities to participate in improvisation activities as a way to explore movement possibilities and to test their knowledge of technique class materials, a method I had previously researched prior to embarking on this cycle of action research (Rimmer 2013). Alongside such practical tasks, students were invited to reflect on their experiences of these methods by engaging in class discussions and writing journal entries.…”

Section: Enquiry-based Learning and Constructivismmentioning

confidence: 99%

Negotiating the rules of engagement: exploring perceptions of dance technique learning through Bourdieu’s concept of ‘doxa’

Rimmer

2017

Research in Dance Education

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This article presents the findings from a focus group discussion conducted with first year undergraduate dance students in March 2015. The focus group concluded a cycle of action research during which the researcher explored the use of enquirybased learning approaches to teaching dance technique in higher education. Grounded in transformative and constructivist learning perspectives, such approaches attempted to develop students' reflective thinking skills, with a view to enabling them to become active agents of their learning in dance technique. The focus group aimed to explore students' responses to the teaching approaches used. The author examines the data by drawing on Bourdieu's (1977) concept of 'doxa' to discuss how perceptions and expectations of dance technique may be constructed, both on the part of the students and the teacher. The notion of doxa is used as a lens to reflect on some of the challenges around attempting to deconstruct such expectations.

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Section: Enquiry-based Learning and Constructivismmentioning

confidence: 99%