Interfering with the lived field of dance pedagogy from organizational and leadership studies perspectives–an explorative intervention with performing and teaching dance artists

Abstract

One Saturday, in November in 2014, a researcher made an explorative intervention with 22 professional performing and teaching dance artists on the independent dance field in Norway. Through the three-hour-long intervention, the researcher and participants dived into questions about choreographic processes and dance pedagogy in contemporary times. The intervention interfered with the dance artists’ deep, embodied experiences of leadership traditions on the dance field and provoked to new ‘sayables’. In this article, we make these discussable through organizational and leadership theory. In our analysis, we pivot around the following research questions: (a) How can an explorative intervention about dance pedagogy and choreographic processes in contemporary times provoke and make visible and discussable central aspects of dance and dance education? (b) How can dialog with theory from organizational and leadership studies challenge and enrich the perspectives on dance pedagogy and choreographic processes brought to the forefront in the intervention?