Abstract
The purpose of this qualitative study was to collect data pertaining to students’ perceptions regarding the use of tap dance movement and its effect on the understanding of rhythms found in choral literature. It examined: (a) What are the perceptions of high school students regarding the difficulty of tap dance movement? (b) What are the perceptions of high school students regarding the effectiveness of tap dance movement as a method toward promoting their rhythm accuracy when performing rhythms featured in choral music? (c) What are the perceptions of high school students regarding the effectiveness of integrating tap dance movement with the study of select rhythm patterns chosen from choral literature in their retention of the rhythms? The results revealed the difficulty of the movement, execution tempo, changing feet, and amount of tap experience individuals possess influence students’ perceptions regarding the degree of complexity of tap movement. Additionally, they indicated the enjoyment of the movement, movement demonstrations, integration of music, use of step names/counting, and use of tap shoes are elements related to tap movement that students perceived to promote their rhythmic understanding. There was a lack of agreement; however, regarding the effectiveness of tap movement in promoting their rhythmic retention.
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