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The Dance of Becoming: Pedagogy in D...

Blanc, Valerie.

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The Dance of Becoming: Pedagogy in Dance/Movement Therapy in the US.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Dance of Becoming: Pedagogy in Dance/Movement Therapy in the US./
Author:	Blanc, Valerie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	153 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	Mental health. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13864529
ISBN:	9781392079126

The Dance of Becoming: Pedagogy in Dance/Movement Therapy in the US.
Blanc, Valerie.

The Dance of Becoming: Pedagogy in Dance/Movement Therapy in the US. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 153 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ph.D.)--Lesley University, 2019.

This item must not be sold to any third party vendors.

The purpose of this study was to begin to define pedagogical theory and practice in the field of dance/movement therapy (DMT). Fourteen DMT educators from American Dance Therapy Association approved programs participated in the study, taking part in individual semi-structured interviews through a phenomenological lens. The participants had taught in the DMT field for at least five years and at most 44 years. Utilizing grounded theory methods, two focus groups were also conducted in which six DMT educators discussed initial qualitative themes from the individual interviews. Through an engaged process, participants were able to participate in the further defining of the study's themes. Data were analyzed using grounded theory methods of initial and focused coding. The researcher also used member checking, peer review, and a personal research journal to name her own reflexive position within the emerging data. The researcher's findings centered around six qualitative themes. These themes named the importance of the DMT student's development of self-awareness including body identity, cultural identity, and professional identity all housed within the experience of embodied learning. Findings also named the importance of educator transparency and modeling in the classroom to create space for student exploration. Recommendations from the study aimed towards creating more opportunities for educators to collaborate and communicate across the field with the goal of creating best practices for DMT education. Also, recommendation for DMT educators centered around clarity of expectations in the embodied self-reflective learning process.

ISBN: 9781392079126Subjects--Topical Terms:

534751
Mental health.
Subjects--Index Terms:

Dance/movement therapy

The Dance of Becoming: Pedagogy in Dance/Movement Therapy in the US.
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100 1 $a Blanc, Valerie. $3 3542953
245 1 4 $a The Dance of Becoming: Pedagogy in Dance/Movement Therapy in the US.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 153 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Cruz, Robyn.
502 $a Thesis (Ph.D.)--Lesley University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to begin to define pedagogical theory and practice in the field of dance/movement therapy (DMT). Fourteen DMT educators from American Dance Therapy Association approved programs participated in the study, taking part in individual semi-structured interviews through a phenomenological lens. The participants had taught in the DMT field for at least five years and at most 44 years. Utilizing grounded theory methods, two focus groups were also conducted in which six DMT educators discussed initial qualitative themes from the individual interviews. Through an engaged process, participants were able to participate in the further defining of the study's themes. Data were analyzed using grounded theory methods of initial and focused coding. The researcher also used member checking, peer review, and a personal research journal to name her own reflexive position within the emerging data. The researcher's findings centered around six qualitative themes. These themes named the importance of the DMT student's development of self-awareness including body identity, cultural identity, and professional identity all housed within the experience of embodied learning. Findings also named the importance of educator transparency and modeling in the classroom to create space for student exploration. Recommendations from the study aimed towards creating more opportunities for educators to collaborate and communicate across the field with the goal of creating best practices for DMT education. Also, recommendation for DMT educators centered around clarity of expectations in the embodied self-reflective learning process.
590 $a School code: 1042.
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650 4 $a Dance. $3 610547
650 4 $a Education. $3 516579
653 $a Dance/movement therapy
653 $a Embodied learning
653 $a Experiential learning
653 $a Pedagogy
653 $a Self-awareness
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710 2 $a Lesley University. $b Graduate School of Arts and Social Sciences. $3 2094384
773 0 $t Dissertations Abstracts International $g 80-10A.
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793 $a English
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