Abstract
ABSTRACT Deploying action research methods this article investigates how students perceive and use attention in undergraduate dance training classes. A main aim of this research has been to develop strategies for encouraging agency in young dancers’ attentional choices in order to facilitate confident navigation of the bricolage approaches that make up dance training today. I explore the contextual aspects of UK higher education dance training that impact upon practices and expectations of attention. I draw on the literature of mindfulness and pedagogic research to explore how attention flow can promote a sense of agency for dance students. This article contributes to pedagogic debates about the challenges of bricolage approaches and embodied connectedness in dance training. My research explores how a framework for attentional awareness could be beneficial to young dancers in training.
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