Being the Facilitator: A Brief Research Report on the Motivation of the Choreographer and Dance Maker to Work With Heterogeneous Groups in a Community Dance Setting

Mia Sophia Bilitza

doi:10.3389/fpsyg.2021.601033

Abstract

In inclusive dance settings, where people with different abilities and talents come together, the role of facilitators is essential in guiding the process of inclusion. Their behavior gives sensitive information to the individual about one’s status within the own-group affiliation (De Cremer, 2002, p. 1336). Even today, very little research on the motivation for facilitating inclusivity in dance contexts exists. This case study will examine the facilitator’s motivation by juxtaposing current theory next to experiences of seven experts of contemporary dance facilitation in Europe. Good opportunities for meaningful interactions can be created in a dance setting: it promotes a deeper sense of community, gives us the feeling of belonging, generates respect and inclusion, and helps to prevent the feeling of loneliness (Elin and Boswell, 2004; Kaufmann, 2006; Whatley, 2007). This research report sheds light on the motivation of being the facilitator of dance for heterogeneous groups and reveals three factors from the data. First, to be led by an artistic motivation, second, to have a vision in terms of changing the society, and third, to have another personal motivation. The motivation of the facilitator is regarded as highly important for inclusive work, as the person who facilitates plays a key role in these successful processes of inclusion (Miesera et al., 2019).

Highlights

Our communities are diverse: People of different age, gender, education, social heritage, disability, religious beliefs, and sexual orientation are living together
Community dance can be seen as a means to achieve inclusion, as opportunities for meaningful interactions can be created in a dance setting: it promotes a deeper sense of community, gives us the feeling of belonging, generates respect and inclusion, and helps to prevent the feeling of loneliness (Elin and Boswell, 2004; Kaufmann, 2006; Whatley, 2007)
This study deals with the hypothesis that the motivation of dance facilitators plays an important key role in the success of dance projects with heterogeneous groups

Summary

Introduction

Our communities are diverse: People of different age, gender, education, social heritage, disability, religious beliefs, and sexual orientation are living together. Participation must be achieved, regardless of abilities and background (United Nations, 2006)– in the arts. This is why, in the sense of an educational political discourse, there is a necessity to identify behaviors, structures, or methods, which address the challenges of inclusive cultural education. Community dance can be seen as a means to achieve inclusion, as opportunities for meaningful interactions can be created in a dance setting: it promotes a deeper sense of community, gives us the feeling of belonging, generates respect and inclusion, and helps to prevent the feeling of loneliness (Elin and Boswell, 2004; Kaufmann, 2006; Whatley, 2007). 4) suggests that community dance, as a non-elitist form of dance, creates opportunities for anyone, because it disregards any differences. It brings people together by using movement, especially inspiring or motivating people who usually do not–or for different reasons anticipate that they cannot–dance

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