Presentation Title

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

Department

Music, Dance and Performing Arts

Student Type

Undergraduate - Honors

Faculty Mentor

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.

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Apr 19th, 5:30 PM Apr 19th, 6:00 PM

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.