Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Why dance?

No description

Sarah Robinson

on 22 January 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Why dance?

My findings
The first things I discovered were:
just how long my students had been dancing for
just how committed they are to their dance lessons
just how matter of fact they are about this!
The future?
The inquiry process and my BAPP
journey has given me many things
both personally and professionally:
My practice
My inquiry
What motivates my students to
give up their free time to come to
dance lessons?
How as a dance teacher can I increase that motivation?
What changes?
why dance?
My approach
In order to find out what motivates my students, and what doesn't, I needed to ask them directly.
Why dance?
These motivations suggested four main groups:
My artifact was developed to:
to share aspects of my inquiry with other teachers
to allow me to continue my own reflective practice
to produce something that can be continually updated and
a study of adolescent motivation
So I asked my students from
two dance schools to help
me find out more...
Each student gave multiple
reasons for attending dance class
love of dance
Students shared their thoughts
on aspects of class that affected
their motivation with honesty and
Four major themes emerged:
How the teacher approaches
her students and her general

Building relationships with peers
and teachers, feeling valued and
included as individuals.
Variety of class content,
music, and self-expression.
Praise for effort not just
mastery and correction
with information

focus shift
look outside of the syllabus
afford more time for student input
get to know students' motivations
less controlling
share responsibility for learning
greater confidence in myself
greater trust in others
the need for inquiry in practice
the need for active involvement
the importance of talking/ sharing
the importance of listening/ reflecting
image: "dancing kids" courtesy of sattva
"...it goes from being really happy and me feeling brilliant to it being a little bit awkward and everyone feeling really uncomfortable..." (Student 05)
"Humour, I feel, can really change the mind
set of a dancer so I feel more confident + motivated when I laugh or someone makes a joke"
(Student 04)

"SO much fun seeing the girls again! Makes that class worth while" (Student 08)
"There’s a set couple of people that get pretty
much all the attention, and then the rest of
us are just sort of like we could do
anything..." (Student 12)

"...a feel good song always motivates me" (Student 02)
"I like having different types of it because tap I find you can really get bouncy and that and ballet’s
quite lyrical sort of thing... And I like having the variety of stuff I do" (Student 01)

"...you have your own style so you can do it in whatever way"
(Student 11)
"...bogged down with improvements and absolutely nothing has been positive"
(Student 06)
"...when I get praise, for my work, it makes me work harder"
(Student 11)
Full transcript