Abstract
Merging the arts of song and dance: New methodical options for teaching students within the disciplines of song and dance
Highlights
In 2014, the first musical theatre students graduated with a bachelor’s degree awarded by the Norwegian College of Musical Theatre (Musikkteaterhøyskolen-MTHS)
The students are trained in the disciplines of song, dance, and drama, as well as in musical theatre, which combines the three art forms
These disciplines have their history in different and separate departments or schools, and considerable research has been devoted to the teaching methods for song, dance, and theatre
Summary
In 2014, the first musical theatre students graduated with a bachelor’s degree awarded by the Norwegian College of Musical Theatre (Musikkteaterhøyskolen-MTHS). This article is an attempt to initiate debate and discussion regarding methodological options when teaching within the disciplines of song and dance, as well as to encourage increased interdisciplinary collaboration within the musical theatre field. We suggest that more effective teaching methods can be developed through collaborative teaching To this end, it is important to elucidate and discuss the use of the contrasting positions concerning the frequently used concepts of alignment and breathing in both song and dance instruction. Methodological choices, terminology, master-student relationship, cultural understanding and expectations, contexts, and musical genres all influence our teaching It is beyond the scope of this article to embrace all of these elements, but it is important to remember the complexity of teaching and the dynamic and influential processes that contribute to the teacher-student interaction It is beyond the scope of this article to embrace all of these elements, but it is important to remember the complexity of teaching and the dynamic and influential processes that contribute to the teacher-student interaction (Fuchs 2012, p. 11, 2016, p. 200; Gallagher & Lindgren, 2015, p. 394; Thurman & Welch, 2000, p. xxiii)
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