Values, Attributes, and Practices of Dance Artists in Inclusive Dance Talent Development Contexts

Abstract

There is a paucity of research focussed on understanding the qualities which underpin dance artists' practice in working with talented young dancers with disabilities. This study investigated what informs how dance artists work in inclusive dance talent development contexts. Four dance class observations were conducted to provide evidence of dance artists' qualities in practice. Six dance artists participated in semi-structured interviews. Thematic data analysis revealed four categories: the dance persona; values; attributes; and practices of dance artists. The dance persona was typified by characteristics such as being human, humility, altruism and confidence. Artists' values and attributes included celebrating difference, aspiring towards equality and relationality. Their practices were exemplified by varied differentiation strategies and an emphasis on reflection. These findings provide new insight into what drives artists working with dancers with and without disabilities and aids better understanding of best practice in this context.

‘It’s my dream come true’: experiences and outcomes of an inclusive dance talent development programme

“…Dancers were treated as individuals, while the parents’ needs were also taken into consideration. These findings support recent research highlighting the altruistic and compassionate nature of dance artists who work in inclusive settings, valuing and celebrating diversity and individual differences (Urmston & Aujla, ).…”

“…Like the practitioners in Urmston and Aujla's (2019) study, the teacher was humble and kind, and strove to continue learning and developing her practice. Importantly, this caring approach did not prevent her from challenging the students.…”

“…In these qualitative studies, expert practitioners were interviewed about their approach, values and practices when teaching talented young disabled dancers. First, Urmston and Aujla (2019) found that the practitioners in their study were characterised by qualities of humility, honesty, patience, kindness and confidence; these underpinned their beliefs about disability and their values regarding diversity and equality, and informed how they planned and delivered classes. The practitioners were driven by a desire to learn continuously, improve their practice, reflect on their work, and forge strong relationships in their dance communities.…”

“…Two studies have shed some light on dance talent development in inclusive settings (Aujla & Redding, ; Urmston & Aujla, ). In these qualitative studies, expert practitioners were interviewed about their approach, values and practices when teaching talented young disabled dancers.…”

“…Interestingly, the practices adopted by the participants were similar to those reported in more recreational settings (for example, Zitomer, , ), suggesting that teachers’ approaches do not vary according to context. It is possible that once talent pathways are more established for young disabled dancers, a more differentiated understanding of teaching practices and philosophies can be gleaned (Urmston & Aujla, ).…”