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Embodying the Canadian University Dance Transition Experience: A Collective Case Study

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dc.contributor.advisorFisher-Stitt, Norma Sue
dc.creatorBolt, Jennifer Marie
dc.date.accessioned2016-11-25T14:05:33Z
dc.date.available2016-11-25T14:05:33Z
dc.date.copyright2016-07-05
dc.date.issued2016-11-25
dc.date.updated2016-11-25T14:05:32Z
dc.degree.disciplineEducation
dc.degree.levelDoctoral
dc.degree.namePhD - Doctor of Philosophy
dc.description.abstractThis collective case study explores the social, psychosocial and cognitive dimensions of dance majors transition from multiple pre-university learning environments into their current Canadian university dance program. Three of Canadas largest university dance degree granting programs were chosen as field sites based on their relative size, urban location and common core curriculum of classical ballet. Delimited by the in-studio first-year experience of learning classical ballet, the study seeks to posit what stakeholders in dance and related fine and performing arts might learn from this 2011-12 cohort of Canadian dance majors in transition. The research project draws upon mainstream higher education (HE) dance and transition research to evolve a conceptual framework from which to examine this unique discipline-specific transition. The multiple disciplinary, conceptual and methodological optics address a number of notable research gaps in the HE transition and dance mainstream discourse including research on discipline-specific transitions. Furthermore the study seeks to evolve a discipline-specific language to discuss the dance majors transition experience. The project employs a qualitative research paradigm and collective case study methodology. Multiple forms of data collection include: a demographic survey of the 117 dance majors at the three sites; a series of three in-depth interviews of participants at each site; two classroom observation sessions of participants first-year university studio ballet technique class; field notes, reflective journaling, and an analysis of other documents in the form of school newspapers and university website information. Based on a comparative analysis of the projects key findings including dance majors demographic background, pre-and current university learning contexts and pre-and current university experience, a list of recommendations is offered to members of the dance education community invested in facilitating the dance transition process. The projects multi-disciplinary design, methodology, conceptual framework, and findings may also be relevant to researchers of other disciplines in which students transition from multiple, pre-university experiences such as music, theatre and/or sport.
dc.description.abstractThis collective case study explores the social, psychosocial and cognitive dimensions of dance majors transition from multiple pre-university learning environments into their current Canadian university dance program. Three of Canadas largest university dance degree granting programs were chosen as field sites based on their relative size, urban location and common core curriculum of classical ballet. Delimited by the in-studio first-year experience of learning classical ballet, the study seeks to posit what stakeholders in dance and related fine and performing arts might learn from this 2011-12 cohort of Canadian dance majors in transition. The research project draws upon mainstream higher education (HE) dance and transition research to evolve a conceptual framework from which to examine this unique discipline-specific transition. The multiple disciplinary, conceptual and methodological optics address a number of notable research gaps in the HE transition and dance mainstream discourse including research on discipline-specific transitions. Furthermore the study seeks to evolve a discipline-specific language to discuss the dance majors transition experience. The project employs a qualitative research paradigm and collective case study methodology. Multiple forms of data collection include: a demographic survey of the 117 dance majors at the three sites; a series of three in-depth interviews of participants at each site; two classroom observation sessions of participants first-year university studio ballet technique class; field notes, reflective journaling, and an analysis of other documents in the form of school newspapers and university website information. Based on a comparative analysis of the projects key findings including dance majors demographic background, pre-and current university learning contexts and pre-and current university experience, a list of recommendations is offered to members of the dance education community invested in facilitating the dance transition process. The projects multi-disciplinary design, methodology, conceptual framework, and findings may also be relevant to researchers of other disciplines in which students transition from multiple, pre-university experiences such as music, theatre and/or sport.
dc.identifier.urihttp://hdl.handle.net/10315/32709
dc.language.isoen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectFine arts
dc.subject.keywordsHigher education
dc.subject.keywordsTransition
dc.subject.keywordsFine arts
dc.subject.keywordsDance
dc.subject.keywordsFirst-year experience
dc.subject.keywordsStudent engagement
dc.subject.keywordsStudent experience
dc.subject.keywordsPre-university experience
dc.subject.keywordsQualitative collective case study
dc.subject.keywordsStudent persistence
dc.subject.keywordsK-12 curricula
dc.subject.keywordsStudent preparation
dc.subject.keywordsStudent access
dc.subject.keywordsStudent retention
dc.subject.keywordsStudent completion
dc.subject.keywordsEarly departure
dc.subject.keywordsMetacognition
dc.subject.keywordsEmbodied learning
dc.subject.keywordsIdentity
dc.subject.keywordsEcological perspective
dc.subject.keywordsProcess of socialization
dc.subject.keywordsFeminist and critical pedagogy
dc.subject.keywordsDance pedagogy
dc.subject.keywordsPsychosocial development
dc.subject.keywordsCognitive development
dc.subject.keywordsPrivate dance studios
dc.subject.keywordsUniversity dance programs
dc.subject.keywordsProfessional dance training conservatories
dc.subject.keywordsSeparation
dc.subject.keywordsIncorporation
dc.titleEmbodying the Canadian University Dance Transition Experience: A Collective Case Study
dc.typeElectronic Thesis or Dissertation

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