Creativity in primary level dance education: moving beyond assumption

Abstract

This paper represents the final layer of analysis carried out in a study investigating the conceptions of and approaches to creativity of three expert specialist dance teachers within late primary age dance education in the UK. This research journeyed through a number of phases culminating in an analysis of the pedagogical dilemmas encountered by the three teachers in their specific situations in relation to creativity in dance education in the current UK climate. This article details the dilemmas and their solutions, articulating the issues and tensions which, within the kinds of situation studied, might be endangering meaningful creative experiences for learners in dance education. Within a theoretical framework, the findings map the terrain for this particular group of teachers, and offer ‘images of the possible’ for other dance and education professionals. The paper culminates by offering suggestions of future directions for intertwining research and developing practice in creativity in dance and education research in this area.

Acknowledgements

Great thanks and acknowledgement are due to Amanda Gough, Kate Johnson, Michael Platt, Sarah Cleary, the children and the supporting staff for giving their time to research with me on this investigation. I would like to particularly thank the expert specialist dance teachers for their generosity and openness, and the questioning spirit with which they approached their involvement in the research; these have vastly enriched the process and outcomes. This research was undertaken part‐time in the first instance (September 2001–August 2003) supported by a Research Studentship from the LABAN Graduate School. This research was subsequently undertaken full‐time (September 2003–August 2005) supported by a Post Graduate Award from the Arts and Humanities Research Council. This article draws on a presentation concerning aspects of the PhD findings given at the Foundation for Community Dance Research Day 2006 at the University of Leicester.

Notes

1. This Education and Community Programme is part of Laban, one of the leading conservatoire’s for dance artist training in the United Kingdom. It runs classes, workshops, projects and teacher development sessions in dance, in a wide variety of life‐long educational and community settings, across London and nationwide in partnership with dance organisations, agencies and professional dance companies. (www.laban.org/laban/education__community.phtml).

2. See Chappell, 2006a, section 3.4 for full details of how this theoretical framework encapsulated and was related to the subsidiary research questions.

3. http://www.city.ac.uk/acdev/academic_framework/re/research_ethics.html

4. UK National Curriculum based Statutory Assessment Tests in English, Maths and Science