The experience of student dancers in higher education in a dance movement therapy group, with reference to choreography and performance
Abstract
This thesis investigates the experience of a dance movement therapy (DMT) group as
part of an undergraduate dance degree in higher education. The primary focus is the
students' perceptions of the group and of links with choreography and performance.
The research tracks three cohorts of students through an eight-week DOT group
experience using a case study methodology. Through a series of semi-structured
individual and group interviews and tape-recordings of verbal group process, it uses the
students' own reflections as a basis for interpretation. Systematic thematic analysis of
texts combines with interpretation in the creation of the findings. Processes of
interpretation and category formation are made transparent for the reader.
The thesis is founded on a literature review, which refers to a variety of fields of
knowledge: DMT, Authentic Movement, arts therapies, psychotherapy and counselling,
dance education, creativity, choreography, performance, play and improvisation.
The major conclusions are that despite initial difficulties with emotional exploration,
students seem to have developed trust in the process as a result of a perceived sense of
safety. Other facilitating factors of process are interpreted as play, movement metaphors
and affirmation. The variety of experience is acknowledged, and positively perceived
experience is compared to negatively perceived experience in terms of perceptions of
safety. The positively perceived personal effects of playfulness, self-confidence and
relationship are interpreted as having relevance for choreography and performance.
Recommendations for further research into the potential relationship between DMT and
dance are offered.
Publication date
2004Published version
https://doi.org/10.18745/th.14189https://doi.org/10.18745/th.14189