Dance Program Research Articles

Strategies for Diversity and Inclusion in Postsecondary Dance: How Five Baccalaureate Programs are Recalibrating

ABSTRACT The call for substantive curricular change in US postsecondary dance programs has taken on greater urgency since the racial and cultural divides of 2020, erupting within a landscape that included a global pandemic. In response, critical discussions are informing policies to counter academia’s embedded inequities as expressed through White, Western-centered curricula. Baccalaureate dance programs must determine how to actualize values encompassing diversity, equity, and inclusion, from course offerings and faculty hirings to entrance policies and performance opportunities. The authors examine how five dance major programs are meeting today’s societal and disciplinary shifts and the ways interdisciplinarity can support such efforts. The study reveals there is not one “best” path to decolonizing curricula. Yet, the authors found recurring strategies amongst this cohort of dance programs that successfully embrace the challenges put forward by today’s ever-changing world.

Facilitating participation in an online dance class for people living with dementia

Background: Care workers practice different approaches to facilitating social participation and managing (non-)responsiveness in activities for people living with dementia. Utilizing an on-screen dance activity in a foreign language, carers in this study draw on multimodal resources and shift their footings in participation frameworks to demonstrate and reformulate expectations in pursuit of responses. Method: Data were collected as part of a test pilot for a dance program designed for people with cognitive and physical challenges. The program was remotely delivered from Canada to a private, assisted living facility in Finland during the COVID-19 pandemic. Video recordings of five consecutive weekly dance classes were transcribed and analyzed using an ethnomethodology and conversation analysis (EMCA) approach to multimodal interaction, looking at directive-response sequences. Results: Our preliminary results explore how co-present facilitators encouraged participation of a non-responsive participant through embodied directives in three ways: through demonstrations and reformulations in co-participation; through repetition and emphasis in response to non-compliance; and through a subsequent proposal of a change in the interactional frame. Discussion/conclusion: There are various recipient-designed ways in which care workers facilitate participation in on-screen arts-based programs, including how they address non-compliance.

Impact of Sharing Dance Older Adults on Physical and Psychosocial Outcomes.

Dance for older adults is increasingly being used to support health and well-being. While dance may be enjoyable for many, understanding its benefits for those with limited physical and cognitive abilities may provide further support for how dance may be used in these contexts. This was a study of Sharing Dance Older Adults, a dance program with remotely streamed sessions. Data were collected from 48 older adults who took part in the On Your Feet version of the program, and from 38 who took part in the In Your Seat version. Measures included interviews, physical fitness tests and surveys on mood, quality of life, and program satisfaction. Physical fitness significantly improved for both groups, unlike for mood, social well-being, or quality of life. This contrasts with qualitative findings, with participants reporting how the program enhanced their mood, social interactions, and quality of life.

Exploring Postsecondary Experiences for Dance Majors in Texas with Backgrounds in Competitive Dance and/Or Drill Team

ABSTRACT The purpose of this qualitative study is to explore the experiences of college dance majors in Texas who have a background in studio dance, competitive dance, or drill team as they navigate the culture of dance in postsecondary education. At this stage in the research, the experience of college dance majors will be generally defined as the benefits and challenges they face, the positive and negative impacts of these challenges and benefits, and the interpretations they have of their existence within the culture of dance in postsecondary education, as well as how they define that culture of dance. Findings from this study show dance majors from this participant pool who had consistently challenging experiences regarding their own integration into postsecondary programs. The conclusion of this study provides a recommendation for postsecondary dance programs to consider curriculum revision to better suit the needs of a significant demographic within their student populations.

Aging Out of Studio Dance: What Happens Next and Transitioning to Postsecondary Education

This article provides private-sector and secondary school dance teachers with recommendations and strategies to help students effectively transition from studio dance training to an undergraduate dance program. I identify four areas in which certain introductory experiences and supplementary opportunities would better prepare high school dancers to bridge the gap between their current training and what collegiate dance will entail: nonperformance experiences, expanded exposure and understanding of dance techniques, reading and writing about dance, and conversations about artistry and future careers.

Inspired by Dance: A Future for Kinesiology

Although the beginning of North American post-secondary level dance education is often traced to physical education, dance programs have since migrated to Fine Arts Faculties. Despite these developments, dance has not entirely disappeared from physical education contexts which are now often under the umbrella of kinesiology. This context can hold new possibilities for dance-inspired movement education. In this paper, I, as a trained dancer with a research degree in the broad field of kinesiology, reflect upon my experiences of designing an undergraduate dance-inspired movement fundamentals course in a multidisciplinary, research-led Faculty of Kinesiology, Sport, and Recreation in Canada. I further contemplate possible positive implications of including dance research, dance practices, and dance education in this context and the undergraduate kinesiology curriculum.

Dancing toward Well-Being: Effects on Mood and Well-Being of a 12-Week Flamenco Dance Workshop in Women Aged 60–80 Years

The objective of this study was to examine the effect of a flamenco dance program on the mood and subjective well-being of 34 self-selected women from the community, aged between 62 and 79 years. The mean age was 70.11 (SD = 5.13). Participants voluntarily enrolled in a 12-week flamenco dance workshop conducted by the Autoestima Flamenca Association, with one two-hour session per week. Every two weeks, mood measurements (sadness, anxiety, anger and joy) were taken, and subjective well-being assessments were conducted before and after each session. It was found that the participants’ overall mood and subjective well-being improved significantly following the intervention. These improvements were observed at both the individual and group levels. Overall, our findings suggest that participation in a free 12-week flamenco dance program had a positive impact on mood and subjective well-being in this segment of the population.

Effects of pole dance on mental wellbeing and the sexual self-concept—a pilot randomized-controlled trial

BackgroundPrior studies on beneficial effects of dance have primarily focused on traditional and expressionistic dance forms, neglecting newer dance styles like pole dance, which employ distinct techniques. The present pilot randomized controlled trial examined psychological and psychosexual effects of pole dancing.MethodsFifty women were randomized to an eight-weeks pole dancing program or waitlist. The primary outcome was global mental wellbeing. Secondary outcomes included several dimensions of the sexual self-concept, as well as body appreciation and global self-esteem.ResultsCompared to waitlist, the pole dance group showed an increase in mental wellbeing and improvements in sexual self-efficacy, sexual anxiety, sexual self-esteem, and body appreciation.ConclusionsPole dancing may have broad psychological effects on both overall mental wellbeing and important domains of the sexual self-concept.

Adapted Portuguese folk dance intervention for subacute rehabilitation post-stroke: study protocol.

Dance can be an innovative, well-accepted, and effective therapy for stroke survivors. The present protocol aims to assess the feasibility of adapted Portuguese folk dance as a post stroke rehabilitative activity. We will use a mixed-methods pilot study convenience sampling to recruit 16 stroke survivors with mild-moderate lower limb paresis from a rehabilitation center in Lisbon and Tagus Valley. In addition to usual care, participants will attend 3 days per week 1-h dance exercise for 8 weeks. The dance style used for this intervention will be an adaptation of the Portuguese folk dance. Assessment will be conducted before and immediately after the program intervention. Acceptability will be assessed by four key domains (enrollment, retention, satisfaction, and recommendation to others). Safety will be assessed based on the number and type of adverse events. Feasibility will be assessed based on balance performance and functional mobility. Quantitative data will be analyzed through descriptive statistics for sample characterization, followed by inferential statistics to evaluate differences in the balance recovery and functional mobility scores between the initial and final assessment. Qualitative data will be analyzed using an inductive process of content analysis. The Portuguese folk dance program has the potential to improve balance outcomes and functional mobility. Our results will help validate Portuguese folk dance as a tool for rehabilitation settings for stroke survivors. The potential of our program to enhance balance outcomes and functional mobility among stroke survivors bears implications for aging and public health initiatives. Positive results from this study could pave the way for integrating dance-based rehabilitative activities into standard stroke rehabilitation protocols, catering to older stroke survivors' specific needs and preferences.

A Safe and Feasible Online Dance Intervention for Older Adults With and Without Parkinson's Disease.

Introduction: Dancing is one way of maintaining an active lifestyle, and online dance interventions in group settings can be a solution when in-person classes are impossible. This study investigated the feasibility and potential clinical effects of an online dance program for older adults with and without Parkinson disease (PD). Methods: Participants attended 2 weekly dance classes in the same videoconference room for 2 months. The dance activities were mainly performed while seated (around 75%). Researchers monitored feasibility (ie, adherence, attendance, and technological barriers) and safety. Pre- and post-intervention assessments investigated self-perceptions, effects on emotional domains, quality of life, activity-specific balance confidence, lower-limb functional mobility, and PD non-motor symptoms. Individuals also reported their self-perceptions regarding technology usability, enjoyment, and social interaction. Results: Most of the participants with PD (n = 12) had moderate PD (Hoehn & Yahr score) and presented a greater risk of falls when compared to participants without PD (n = 14). Overall, we found a high rate of adherence (100%), attendance (87.5%-91.7%), and safety (100%) for both groups. No falls or near-falls occurred during the sessions. Only the PD group ameliorated emotional domains (anxiety and depression) and improved lower-limb functional mobility. All participants reported feeling safe and perceived benefits, although over a third of older adults with PD reported moderate difficulties in using technology and in socializing with the group. Conclusion: This online dance protocol is feasible, safe, and a potential strategy to improve clinical parameters in older adults and people with moderate PD.

EXPLORATION IN BODY EXERCISE COURSE AS A SOURCE OF INSPIRATION FOR MOTION IN THE CREATION OF DANCE WORKS (CHOREOGRAPHY)

The aim of the research is to find out about the exploratory process in body sports courses to produce movement in creating dance works and to find out other factors that influence exploration, such as imagination, intuition, and creativity. The research method used is based on the problem to be solved, beginning with a study of the choreography development of Dance Program students using qualitative descriptive methods. The results of research conducted at Universitas Negeri Jakarta (UNJ) with the object of dance art education program students. The exploration process in body exercise courses can be a source of inspiration for movement through imagination, intuition, and creativity so that students are able to create dance works with varied movements. It is expected to support the research results. So that it can be used as an appreciation of motion and music as student choreography learning. A form of exploration of motion, through imagination, intuition, and creativity as a reflection of the student's body in expressing motion. students gain the discovery of personal movements so that during the choreography learning process students can feel the freedom of learning fun creative movements. Furthermore, students find movements that are appropriate to wiraga, wirama, wirasa, and beautiful movements.

The effectiveness of community dance in people with cancer: a mixed-methods systematic review and meta-analysis.

There is a need for both feasible and enjoyable physical activity programmes for people on a cancer journey. Emerging evidence suggests that dance can have a positive effect on health and well-being in this cohort. We aimed to synthesize the quantitative and qualitative literature exploring the effectiveness and impact of community dance interventions in people with all types and stages of cancer. A systematic search was performed following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines in Pubmed, EMBASE, Medline Ovid, CINAHL and PEDro databases. Quantitative and qualitative data were extracted and synthesized using a convergent segregated approach. The numeric data were analysed using descriptive statistics, narrative synthesis and meta-analysis where possible. The qualitative data were analysed using thematic analysis. The Downs and Black critical appraisal tool and the Critical Appraisal Skills Programme were used to assess the quality of the quantitative and qualitative literature, respectively. Eighteen studies were included in this mixed-methods review with seven trials included in the meta-analysis. Statistically significant improvements were found in favour of community dance for functional capacity, fatigue, quality-of-life and depression in comparison to no intervention. Evidence suggests dance is a safe and feasible form of physical activity both during and after cancer treatment. Participants reported good social support, education regarding physical activity and local access as key facilitators to participation. We concluded that dance is a feasible and enjoyable intervention for many people with various forms of cancer. Community dance programmes can improve both physical and psychological outcomes in people on a cancer journey.

Perceptions and Attitudes Toward the Use of Wearable Technology in the Dance Studio Environment.

Introduction: Wearable technology (WT) has become common place in sport. Increased affordability has allowed WT to reach the wrists and bodies of grassroots and community athletes. While WT is commonly used by sport populations to monitor training load, the use of WT among dancers and dance teachers is unknown. Therefore, the purpose of this study is to explore the perspectives of dancers, dance teachers, and dance parents on using WT in the dance studio environment. Methods: Dancers (aged 14+), dance teachers (aged 18+), and dance parents (with a child <18 years registered in a dance program) were recruited from local dance studios (including those offering vocational programs and/or professional training opportunities), and dance retail stores. Participants provided informed consent/assent and completed a one-time online survey about their attitudes, self-efficacy, motivations, barriers, and current practices of using WT in the studio. Results: Sixty-seven participants (19 dancers, 32 dance teachers, and 16 dance parents) completed the survey. Attitudes toward using WT were similar across all groups (mean score range = 34-38/45). Thirteen dancers (68%), 29 teachers (91%), and 7 dance parents reporting on behalf of their children (47%) were permitted to use WT in the studio. Smartwatches were the most common WT used in the studio by dancers (7/9) and teachers (13/17), while dance parents reported that their children primarily used wristband activity trackers (3/4). Among all groups, the primary reason for using WT was to track personalized training data, with calories, total duration, and heart rate being the most important perceived metrics for improving dancing. Conclusion: Across all groups, attitudes toward WT were modest. Prevalence of WT use in the dance studio varied, with wrist-based gadgets being the most common. As WT research continues in dance populations, it will be important for future studies to consider studio permissions as well as participants' existing WT use practices.

The Impact of a Weekend Dance Program on Social-Emotional Learning Among Young Children

Dance and movement encourages socialization promoting children's social and emotional skills. This study aimed to examine the impact on the SEL of children after a weekend dance program. METHOD: This study employed a quasi-experimental controlled trial design with 60 children aged 5-6 in Fujian Province, China. Participants were randomly assigned to either an integrated dance program group (n=30) or control group (n=30). The weekend dance program was led by professional instructors and consisted of 12 weekly lessons, each lasting 50 minutes. Pre- and post-measurements were taken using the Social-Emotional and Character Development Scale (SECDS) and the Preschooler Gross Motor Quality Scale (PGMQS) to assess changes in social-emotional learning and gross motor skills. Repeated-measures ANOVA tests were conducted to determine the impact of the integrated dance program.RESULTS: The study found a significant difference in the changes between the two groups, indicating that the weekend dance program had a positive impact on the social-emotional behavior and motor skill quality of the children who participated compared to the control group. Specifically, the participants in the dance program group demonstrated significantly greater improvements in their social-emotional behavior and motor skill quality compared to those in the control group.CONCLUSION: The study provides preliminary evidence that an integrated dance program can promote social-emotional development and gross motor skills in young children. After-school dance activities may help to improve children's well-being. Further research is needed to understand the underlying mechanisms and to evaluate alternative arts-based therapies.

Qualitative inquiry of a community dance program for older adults in Singapore.

Dance programs promote physical and psychosocial well-being. However, studies focusing on the experiences of older adults in dancing are limited. This study aims to develop a community dance program (CDP) for older adults at senior activity centers in Singapore, as well as to explore the older adults' and student instructors' experiences of the CDP. A qualitative inquiry of semi-structured and in-depth focus group discussions was conducted. In total, 20 older adults and 10 student dance instructors participated in the study. Student instructors who were undergraduate students from a dance society were trained in how to provide step-by-step instructions for the older adults. An inductive approach of thematic analysis was undertaken. Three main themes were identified: (i) promotion of physical, cognitive, and psychosocial health with dance; (ii) imagination is power-travel through dance; and (iii) further enhancement of the dance program. The themes highlighted the prominence of CDP in improving memory, physical health, mood, and social interactions-thus mitigating the risk of social isolation. The findings illustrated the benefits of CDP in cultivating intergenerational bonds amongst older adults and student instructors.

DEVELOPMENT OF A PROJECT BASED ONLINE LEARNING MODEL TO IMPROVE THE SKILLS AND ABILITIES OF ACTORS FOR STUDENTS

This study describes the development process and feasibility of project-based online learning development to improve actorship abilities and skills for students of the Sendratasik Education Study Program, Faculty of Language and Arts, Surabaya State University. Using research methods, ADDIE development consists of 5 stages of implementation. The implementation stage of this research is only until development is carried out in the drama, dance, and music education study program with students consisting of one Sendratasik study program consisting of 3 traditional theater, actor, and educational theater courses. The research instruments are interview guidelines, expert validation instruments, questionnaires, and observation sheets. The improvement of abilities and skills developed has stages adjusted to the Project Based Online Learning model. There are six syntaxes of the Project Based Online Learning model: online product planning, designing online product planning, preparing online creation schedules, monitoring online project activity and development, testing work online, and evaluating online learning experiences. Based on the assessment of project-based online learning validators, the results of action on content suitability are high criteria, and aspects of construction and readability are very high.

Dance Wellness Pedagogy: How Fitness-Focused Education Can Inform Dancer Wellness in the Postsecondary Classroom

ABSTRACT This research study aimed to develop, execute, and evaluate the effectiveness of a dance wellness educational curriculum implemented in a university-level dance classroom. The focus of this study involved student application of exercise science and wellness knowledge within a teaching capacity. Using a mixed methods design, this study utilized a pretest/posttest performance assessment and document analysis for qualitative data. Results showed that the (a) posttest knowledge scores were statistically significantly higher, and (b) qualitative data collected from participants indicated deep levels of meaning-making and application of course content to students’ personal approaches to training and teaching. Two themes emerged from qualitative data: student growth in knowledge and understanding as well as personal/professional implementation and application. Findings suggest that incorporating a dance wellness curriculum in a university-level dance program builds knowledge in exercise science, wellness, and instructional literacy while encouraging students to apply gained knowledge in both personal and professional capacities.

Effects of Ballet &amp; Dance Programs on Gross Motor Skills in Children With Intellectual &amp; Developmental Disabilities: A Scoping Review

Abstract Date Presented 04/21/2023 The purpose of this study was to systematically review the best available evidence regarding ballet and dance therapy for children with intellectual disabilities. Of the 21 articles, 20 found statistically significant improvements in gross motor function and social development. Dance therapy is a unique form of therapy within the OT scope of practice because it uses the activity or occupation of dance to promote play, enhance mobility, and improve performance skills. Primary Author and Speaker: Phil Esposito Additional Authors and Speakers: Corinne Marascio

Outside Looking In: Inspiring Indigenous Youth with Innovative Programming

After a career as a professional dancer, Tracee Smith was looking for her next challenge in her mid-20s. Upon obtaining her MBA, Smith, a member of Missanabie Cree First Nation in northern Ontario, had to decide whether to completely leave her previous dance life behind. She chose not to. That proved to be a wise decision indeed, as for the past 16 years Smith has been serving as the CEO of Outside Looking In (OLI), a charity she founded. OLI has various components, but it is primarily known for its dance program. It will work with students in various Indigenous communities and then invite them to Toronto to showcase their dance program in front of an audience.

Bandura's Social Cognitive Theory and Its Implementation in Markeso Mudo's Garingan Ludrukan Monologue

This paper aims to create works of art with Bandura's social cognitive theory approach consisting of a) Attention (attention), b) Retention, c) Motion Reproduction and d) Motivation as a foundation in the creative process of art learning in monologue courses in the Drama Concentration, Drama, Dance and Music Education Study Program (Sendratasik) Faculty of Language and Arts, Surabaya State University. This lecture is a type of practice with a total of 4 credits, students are directed to practice directly through various methods, strategies and competency content contained in the course. The focus in the current discussion is to practice the Monologue Ludrukan Garingan Markeso Mudo is a competency achievement that will be obtained by students if the stages can be carried out according to the procedure. The implementation of the Ludrukan Garingan Markeso Mudo Monologue is simulated in public spaces targeting crowded places such as markets, stalls or other public spaces that are in accordance with the needs of the actor's concept. The application of Bandura's Social Cognitive Theory as a tool to produce student process space in obtaining structured steps before implementing in the Monologue Ludrukan Garingan Markeso Mudo. Finally, it can obtain a good implementation formulation in practice in the field