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Setting the Stage: The Expression of the Self and the Artistic Voice in the Community College Dance Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Setting the Stage: The Expression of the Self and the Artistic Voice in the Community College Dance Classroom./
Author:	Bradley, Milissa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	283 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Dance. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29208621
ISBN:	9798438756132

Setting the Stage: The Expression of the Self and the Artistic Voice in the Community College Dance Classroom.
Bradley, Milissa.

Setting the Stage: The Expression of the Self and the Artistic Voice in the Community College Dance Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 283 p.

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--California State University, Stanislaus, 2022.

This item must not be sold to any third party vendors.

Three key constructs-the self, the body, and the dance classroom-help define how community college dance students develop their artistic voice. I identify the educational context of a community college dance class as a significant space where dance students can engage in artistic practices that lead to transformative and empowering experiences. The central goal in this research study is to understand how an individual constructs their artistic voice as part of their educational experience in a community college dance class. Data collection techniques used in this study include semi-structured interviews, video recording of participants performing choreographed dances, and a reflective one-page journal where participants described the attributes of their artistic voices. Findings are derived from the narratives and performances of ten participants who are current community college dance majors, or previous community college dance major students that have either transferred or graduated from a four-year college or university. Participants gained awareness about their subjectivity, made choices concerning their performativity, and negotiated, accessed, or resisted power and authority as part of their dance practices. These three developmental processes were instrumentals in how the ten dance students explained, experienced, and expressed their artistic voices. Central to the findings is the identification of specific dance pedagogical practices that facilitated or impeded the development of students' artistic voice.

ISBN: 9798438756132Subjects--Topical Terms:

610547
Dance.
Subjects--Index Terms:

Artistic voice

Setting the Stage: The Expression of the Self and the Artistic Voice in the Community College Dance Classroom.
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245 1 0 $a Setting the Stage: The Expression of the Self and the Artistic Voice in the Community College Dance Classroom.
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300 $a 283 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
500 $a Advisor: Montero Hernandez, Virginia.
502 $a Thesis (Ed.D.)--California State University, Stanislaus, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a Three key constructs-the self, the body, and the dance classroom-help define how community college dance students develop their artistic voice. I identify the educational context of a community college dance class as a significant space where dance students can engage in artistic practices that lead to transformative and empowering experiences. The central goal in this research study is to understand how an individual constructs their artistic voice as part of their educational experience in a community college dance class. Data collection techniques used in this study include semi-structured interviews, video recording of participants performing choreographed dances, and a reflective one-page journal where participants described the attributes of their artistic voices. Findings are derived from the narratives and performances of ten participants who are current community college dance majors, or previous community college dance major students that have either transferred or graduated from a four-year college or university. Participants gained awareness about their subjectivity, made choices concerning their performativity, and negotiated, accessed, or resisted power and authority as part of their dance practices. These three developmental processes were instrumentals in how the ten dance students explained, experienced, and expressed their artistic voices. Central to the findings is the identification of specific dance pedagogical practices that facilitated or impeded the development of students' artistic voice.
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