Graduation Date
5-2018
Document Type
Honors Thesis
Degree Name
Bachelor of Fine Arts
Department
Music, Dance and Performing Arts
Director of the Honors Program
Gigi Gokcek, PhD
First Reader
Molly Rogers, MFA
Second Reader
Gay Lynch, PhD
Abstract
This paper examines the authoritarian pedagogical practices found in educational settings and more specifically, in Western classical and contemporary dance training and rehearsals. These practices have been a part of dance for centuries, and their legacy has had severe impacts on the ethical, psychological, and political undercurrent of students’ educational and professional experiences. First, the historical roots of authoritarian teaching techniques are presented. Next, the ways in which dance teachers and choreographers employ authoritarian teaching behaviors are considered and examined. Finally, in hopes of providing a better template for the future, an overview of the ways in which some dance teachers conversely attempt to create democratic classrooms is examined. Research for this paper has been conducted using a variety of articles referencing dance history, performing arts psychology, sports psychology, anthropological studies of education, and critiques of dance training and rehearsals. Interviews with dance teachers, choreographers, and students are also included.
Included in
Art Practice Commons, Dance Commons, Fine Arts Commons, History Commons, Women's Studies Commons