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An Activist Approach to Teaching Ballet in a University Setting: Moving Beyond an Authoritarian Pedagogy = = Usando a Activist Approach para ensinar bale em um ambiente universitario: Alem de uma pedagogia autoritaria.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Activist Approach to Teaching Ballet in a University Setting: Moving Beyond an Authoritarian Pedagogy =/
Reminder of title:	Usando a Activist Approach para ensinar bale em um ambiente universitario: Alem de uma pedagogia autoritaria.
Author:	Shilcutt, Jackie Beth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	299 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
Subject:	Pedagogy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28541345
ISBN:	9798460438426

An Activist Approach to Teaching Ballet in a University Setting: Moving Beyond an Authoritarian Pedagogy = = Usando a Activist Approach para ensinar bale em um ambiente universitario: Alem de uma pedagogia autoritaria.
Shilcutt, Jackie Beth.

An Activist Approach to Teaching Ballet in a University Setting: Moving Beyond an Authoritarian Pedagogy =Usando a Activist Approach para ensinar bale em um ambiente universitario: Alem de uma pedagogia autoritaria. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 299 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ph.D.)--New Mexico State University, 2021.

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

The purpose of this study was to examine what an Activist Approach to teaching (Oliver & Kirk, 2015) looked like in a university-level ballet course. This research is designed to investigate the benefits and challenges of incorporating this pedagogical approach and how the use of Activist Approach might challenge the status quo of ballet. This approach offers one avenue to honor student voice within the learning process (Cook-Sather, 2002) with its key tenets of student-centered pedagogy, attending to embodiment, inquiry-based learning, and listening and responding over time. While developed in physical education, the approach was recently translated into dance contexts (Shilcutt et al., 2020). This study further narrows the focus to a single-content course to examine benefits and challenges.In this participatory action research, data were collected in a university beginning ballet course meeting twice weekly across one semester. Intentionally integrating a cycle of listening and responding over time helped the dancers in this study listen to their bodies and participate in the co-creation of the course. As participatory action research, dancers were invited not only to reflect on what existed but also take action to enact possibilities for dance education designed for them (Merriam & Tisdell, 2016).The findings are divided into three sections. The first discusses the benefits of the key tenets of the Activist Approach in this context. Student-centered pedagogy helped the group build a foundation, understand how students learn, and create context-specific design. Attending to issues of embodiment helped dancers own the moment, breathe into discomfort, and embody affirmations. Inquiry-based learning centered in action opened opportunities for dancers to explore their curiosities, and listening and responding over time supported ongoing communication, responding to the dancers with action, and the dancers feeling heard.The second section describes the challenges of implementing the approach in a university ballet context. These findings discuss navigating getting to know each other to operate together, meeting students where they were, practicing trust and vulnerability, finding the language, managing class time, and meeting deeply seeded embodied messages. The third section describes questioning assumptions around the status quo of ballet. These findings question expectations around dress code, pressures for perfection, and atmospheres of public learning as well as describe how the approach offered a structure to help consider our routes forward.

ISBN: 9798460438426Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Activist Approach

An Activist Approach to Teaching Ballet in a University Setting: Moving Beyond an Authoritarian Pedagogy = = Usando a Activist Approach para ensinar bale em um ambiente universitario: Alem de uma pedagogia autoritaria.
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500 $a Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
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520 $a The purpose of this study was to examine what an Activist Approach to teaching (Oliver & Kirk, 2015) looked like in a university-level ballet course. This research is designed to investigate the benefits and challenges of incorporating this pedagogical approach and how the use of Activist Approach might challenge the status quo of ballet. This approach offers one avenue to honor student voice within the learning process (Cook-Sather, 2002) with its key tenets of student-centered pedagogy, attending to embodiment, inquiry-based learning, and listening and responding over time. While developed in physical education, the approach was recently translated into dance contexts (Shilcutt et al., 2020). This study further narrows the focus to a single-content course to examine benefits and challenges.In this participatory action research, data were collected in a university beginning ballet course meeting twice weekly across one semester. Intentionally integrating a cycle of listening and responding over time helped the dancers in this study listen to their bodies and participate in the co-creation of the course. As participatory action research, dancers were invited not only to reflect on what existed but also take action to enact possibilities for dance education designed for them (Merriam & Tisdell, 2016).The findings are divided into three sections. The first discusses the benefits of the key tenets of the Activist Approach in this context. Student-centered pedagogy helped the group build a foundation, understand how students learn, and create context-specific design. Attending to issues of embodiment helped dancers own the moment, breathe into discomfort, and embody affirmations. Inquiry-based learning centered in action opened opportunities for dancers to explore their curiosities, and listening and responding over time supported ongoing communication, responding to the dancers with action, and the dancers feeling heard.The second section describes the challenges of implementing the approach in a university ballet context. These findings discuss navigating getting to know each other to operate together, meeting students where they were, practicing trust and vulnerability, finding the language, managing class time, and meeting deeply seeded embodied messages. The third section describes questioning assumptions around the status quo of ballet. These findings question expectations around dress code, pressures for perfection, and atmospheres of public learning as well as describe how the approach offered a structure to help consider our routes forward.
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