Authoritarian Pedagogical Practices in Dance Teaching and Choreography
Location
Guzman 202
Start Date
4-19-2018 5:30 PM
End Date
4-19-2018 6:00 PM
Student Type
Undergraduate - Honors
Faculty Mentor(s)
Molly Rogers, MFA
Presentation Format
Oral Presentation
Abstract/Description
This paper will examine the authoritarian pedagogical practices found in educational settings, 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 climate 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 will be 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 and choreographers are also included.
Authoritarian Pedagogical Practices in Dance Teaching and Choreography
Guzman 202
This paper will examine the authoritarian pedagogical practices found in educational settings, 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 climate 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 will be 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 and choreographers are also included.