Identifying choreographic Phronesis teaching styles for creativity

Abstract

ABSTRACT This research intended to identify effective teaching styles that nurture creativity in the teaching of dance choreography in Korea. This research is based on the first phase of research that identified choreographic knowledge as educational content aiming to cultivate creativity in the teaching and learning of dance choreography in universities. A literature review covering various fields, including Aristotle’s theory of knowledge, education, creativity, and choreographic pedagogy, was conducted. This research utilises qualitative research methods through the grounded theory approach. The data were collected from choreographers and their creative process in a doctorate inquiry completed in 2013 investigating choreographic pedagogy focused on cultivating creativity. The identified teaching styles primarily promote reflection and aim to provide learner agency to experience behaviours, thoughts and emotions that can be engaged during the choreographic process through a learner-centred approach.