Through an online survey conducted with Swedish high school dance teachers, the contents which make up the dance history course, a mandatory part of dance theory, is mapped out. The guidelines and regulations to which Swedish dance teachers must adhere when constructing the syllabus in the dance history course is broad, and by quantitative method, this study maps out areas where there is broad concurrence between respondents, and areas of greater disparity. By way of an intersectional perspective, the relative richness of historical background within, and among the different styles is brought into historical context. The theory Historical consciousness is used to analyse the consequences of the result in relation to the students’ opportunities to develop an identification with dance history. The result show broad similarities among the respondents, alluding to a general consensus of the contents of the dance history classes. The differences are found in how the individual styles of dance are taught, where hip hop to a greater extent lacks named historical persons, present in ballet and modern dance. Other findings are a predominance of men as named historical figures compared to women and a disproportional focus on the jazz’ early history compared to more contemporary movements.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:ltu-85382 |
| Date | January 2021 |
| Creators | Lindberg, Sofia |
| Publisher | Luleå tekniska universitet, Institutionen för ekonomi, teknik, konst och samhälle |
| 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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