An investigation into the perceptions of dance students on learning experiences in one independent vocational performing arts school

Williams, Kevin Lloyd (2021). An investigation into the perceptions of dance students on learning experiences in one independent vocational performing arts school. University of Birmingham. Ed.D.

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Abstract

The aim of this research was to investigate year nine dance students’ perceptions of learning in studio and classroom-based environments in a vocational performing arts school. The following areas were explored: past histories, ambitions, students’ perceptions and approaches to lessons, influences on the learning process, strategies of engagement, and students’ responses to different teaching approaches. Social constructivist theory provided the main foundation to support the areas of inquiry. The focus on specialist dance students’ perceptions towards different subjects gave clear insight into their educational experiences and preferred learning styles. An interpretivist case study approach provided a lens through which to view dance students’ learning and engagement. Empirical data was gathered from a range of methods, which included questionnaires, focus groups, observations, and interviews. Content analysis and cross referencing of data led to the emergence of six themes, including the significance of influences such as the physical environment, application to teaching, and students’ perceptions of learning. The impact of their ambitions permeated many aspects, as they related to the symbols and cultures of dance education, bringing a focus to their training that was different to their learning in other classroom lessons. The study concluded that knowledge and understanding comes from a range of factors, specifically, students’ past experiences, perceptions of meaningful learning, socio-cultural practices, a dancer’s identity, the effects of a deeply embedded dance culture, and an intense desire to become a professional performer. In identifying key areas of effective teaching and learning practices for vocational dance students, the research provides a platform for further pedagogical study, particularly based around collaborative and constructivist philosophies.

Type of Work:

Thesis (Doctorates > Ed.D.)

Award Type:

Doctorates > Ed.D.

Supervisor(s):