This arts-based narrative research was an inquiry into how embodied dialogic spaces can provide access to dance learning reflections by students after graduating from a pre-professional dance program (DanceWorks, Berlin, and Palucca University, Dresden in Germany, and Duncan Center, Prague in the Czech Republic).
Dialogic spaces, a term used by few contemporary scholars, were examined as vital spaces of openness and inclusiveness in learning. Data was collected through different modalities (textual, visual, and embodied), included surveys with alternative assessment tools, interviews, and somatic dance narratives (SDN), personal dance solos, for ‘inner’ listening and embodied exchanges between the researcher and participants.
The SDNs served as vital data reporting and reflected the embodied version of all data collected within a dialogic space between the researcher and the individual participants with an Interpretive Phenomenological Analysis (IPA) approach. The phenomenon of former students’ reflection on their dance learning and the research design within a dialogic space equally informed the researcher’s perspective and interpretive reporting of this study.
This research argued for the need for dialogic spaces—for non-judgmental spaces prioritizing ontological over instrumental learning, not only during an education but also for identifying lifelong learning skills after an education has been completed. It aimed to explore the transformative possibilities of dialogic spaces and their impact on individual growth.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/qj07-ys91 |
| Date | January 2024 |
| Creators | Spain, Dagmar |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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