Collaborative learning in the dance technique class

Abstract

This research was designed to enhance dance technique learning by promoting critical thinking amongst students studying on a degree programme at the University of Wales Institute, Cardiff. Students were taught Cunningham‐based dance technique using pair work together with the traditional demonstration/copying method. To evaluate the study, observations were recorded regularly in class during the 10‐week research period and nine students were interviewed. The evaluation also included a peer observation by an experienced colleague and a video recording of each year group. It was found that pair work created a positive learning environment and instructions that promoted critical thinking and encouraged students to take more responsibility for their learning. It was noted that the process of comparing their knowledge of the movement combination with their peer's version enabled the students to learn the movement material more quickly and more accurately than when working individually. Pair work also seemed to enhance the students' movement quality and performance. It is, however, noted that the use of collaborative learning in the dance technique class requires further research and development.

Keywords:

• dance technique
• collaborative learning
• critical thinking

Notes

1. This essay was originally presented as part of a portfolio for the Postgraduate Certificate of Teaching in Higher Education. The portfolio provides evidence of research into teaching practice with the aim to enhance it in a practical way relevant to an individual area of study, in this case, dance.