Students of the aesthetics programme dance is a group of people that doesn't get much coverage in the field of dance for health science but the students are in the age group for high risk for mental health issues. This study is examining fifteen persons' written narrated stories about their experience of dance as art form and the aesthetics programme dance. The study’s purpose is to analyze dance of art forms' effect on mental wellbeing from the participants' experience and description of it. The study will also explore what aesthetics judgment and wording the participant uses to describe dance as an art form in the form of positive and negative judgements. This study uses pragmatic theory based on John Dewey’s work and a narrative method in form as written text as a way to gather data. The results show that dance as an artform has both positive and negative effects on the participant's mental wellbeing but a majority that is positive. Dance as an artform can be a natural way to connect and gives another aspect of communication that isn’t verbal. Dance as an artform can be a way to handle strong emotions and also be a break from stress. Part of the study’s result that shows negative aspects with dance as an artform is self-judgment, body image and lack of identity. The first two of the negative aspects show results that can be drawn to environment and traditions as a main factor for those experiences. In the study’s discussion it compares its results with other works in the field of dance and health and also lifts potential new angels to explore dance as an artform and mental health for further studies.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:ltu-107699 |
| Date | January 2024 |
| Creators | Johan, Söderholm |
| Publisher | Luleå tekniska universitet |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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