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Writing as a curriculum component in...

Schlegelmilch, Andrew J.

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Writing as a curriculum component in dance education and dance programming.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Writing as a curriculum component in dance education and dance programming./
Author:	Schlegelmilch, Andrew J.
Description:	106 p.
Notes:	Advisers: Kathryn A. Kerns; Beth G. Wildman.
Contained By:	Dissertation Abstracts International68-04B.
Subject:	Dance. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3263064
ISBN:	9780549012887

Writing as a curriculum component in dance education and dance programming.
Schlegelmilch, Andrew J.

Writing as a curriculum component in dance education and dance programming. - 106 p.

Advisers: Kathryn A. Kerns; Beth G. Wildman.

Thesis (Ph.D.)--Kent State University, 2007.

Writing about traumatic or stressful experiences has been shown to have physical and mental health benefits. Two studies were designed to test the hypothesis that programmed writing would enhance the mood, health, and dance skill of students enrolled in dance education classes. Study 1 included 40 participants with a mean age of 17.1 years who were enrolled in a community-based summer dance camp. Study 2 included 100 participants with a mean age of 20.5 years who were enrolled in university-based dance education classes. Both studies utilized a pre/post design, and participants were randomly assigned to a programmed writing group or a control writing group. The programmed writing group was instructed to write about their thoughts and feelings about dance, and the control writing group was instructed to write about what they learned in class that day. Participants also completed questionnaires about their mood, health, and perceived dance skill, and were rated by independent observers on dance skill and attitude. A series of multivariate analyses of variance (MANOVA) examined the effects of programmed writing on mood, health and dance skill. The results of Study 1 suggested that programmed writing had a positive effect on mood, but failed to have a significant effect on health or dance skill. The results for Study 2 suggested that programmed writing did not have a significant effect on health, mood, or dance skill. These studies appear to be an appropriate application of programmed writing in an applied setting, and call into question the ability of programmed writing to effectively cause positive changes in health, mood, and goal attainment, as is typically reported in the literature. Ideas for future research such as linguistic analysis of participants' journals and further clarification of the role of stress and emotionality in dance are discussed.

ISBN: 9780549012887Subjects--Topical Terms:

610547
Dance.

Writing as a curriculum component in dance education and dance programming.
LDR:02844nam 2200301 a 45 001 941529
005 20110519
008 110519s2007 eng d
020 $a 9780549012887
035 $a (UMI)AAI3263064
035 $a AAI3263064
040 $a UMI $c UMI
100 1 $a Schlegelmilch, Andrew J. $3 1265621
245 1 0 $a Writing as a curriculum component in dance education and dance programming.
300 $a 106 p.
500 $a Advisers: Kathryn A. Kerns; Beth G. Wildman.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: B, page: 2716.
502 $a Thesis (Ph.D.)--Kent State University, 2007.
520 $a Writing about traumatic or stressful experiences has been shown to have physical and mental health benefits. Two studies were designed to test the hypothesis that programmed writing would enhance the mood, health, and dance skill of students enrolled in dance education classes. Study 1 included 40 participants with a mean age of 17.1 years who were enrolled in a community-based summer dance camp. Study 2 included 100 participants with a mean age of 20.5 years who were enrolled in university-based dance education classes. Both studies utilized a pre/post design, and participants were randomly assigned to a programmed writing group or a control writing group. The programmed writing group was instructed to write about their thoughts and feelings about dance, and the control writing group was instructed to write about what they learned in class that day. Participants also completed questionnaires about their mood, health, and perceived dance skill, and were rated by independent observers on dance skill and attitude. A series of multivariate analyses of variance (MANOVA) examined the effects of programmed writing on mood, health and dance skill. The results of Study 1 suggested that programmed writing had a positive effect on mood, but failed to have a significant effect on health or dance skill. The results for Study 2 suggested that programmed writing did not have a significant effect on health, mood, or dance skill. These studies appear to be an appropriate application of programmed writing in an applied setting, and call into question the ability of programmed writing to effectively cause positive changes in health, mood, and goal attainment, as is typically reported in the literature. Ideas for future research such as linguistic analysis of participants' journals and further clarification of the role of stress and emotionality in dance are discussed.
590 $a School code: 0101.
650 4 $a Dance. $3 610547
650 4 $a Education, Physical. $3 1018000
650 4 $a Psychology, Social. $3 529430
690 $a 0378
690 $a 0451
690 $a 0523
710 2 0 $a Kent State University. $3 1017419
773 0 $t Dissertation Abstracts International $g 68-04B.
790 $a 0101
790 1 0 $a Kerns, Kathryn A., $e advisor
790 1 0 $a Wildman, Beth G., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3263064