Balancing identity, motivation, and internal dialogue in the making of solos: conquering the high wire

Abstract

This exploratory study emerged out of my interests in dance‐making and phenomenology. In order to develop a portrait of how student dance artists choreograph self‐performed solos, I asked nine graduate student dance‐makers to contribute accounts of their experiences. From my efforts to make meaning of the participants’ experiences, a composite emerged. Her name is Helen; she is a high wire artist, and her story serves as a metaphor for the shared experiences of the nine participating dance artists. I envision Helen confronting her reflection, climbing the ladder, crossing the tight rope, and enjoying the praise of the audience below. Each act stands as a symbol for one of the four emergent themes regarding solo dance‐making: struggles with identity, struggles with motivation, the necessity of internal dialogue, and the need for balance. I conclude the manuscript with a discussion regarding the implications of these findings for dance education and education in other contexts that require complex ‘solo’ work.

Keywords:

• dance education
• intrapersonal skill
• complex tasks