Exploring dance teachers' perceptions: Video as a teaching tool
The process in which dance instructors evaluate dance students' technical skills has been dependent on spontaneity; it is time sensitive and almost synchronous. However, video introduces an asynchronous evaluating component. Video recording can be utilized in the dance profession not only to improve a dancer's overall performance, but as an injury prevention tool. Therefore video permits deeper reflection. This is a preliminary study designed to open the door for future studies in the dance field. In order to gain the in depth knowledge required for this thesis, an instrumental case-study design was utilized based primarily on the analyses of broad, qualitative emergent frames of discourse. The study includes interviews with dance instructors with various level of teaching experience. The data collected was analyzed using a constant comparative method (CCM). The purpose of this case is to gain an understanding of how adopting video analysis as a tool in dance pedagogy and integrating its use into dance technique lessons could provide the instructor with an effective visual means for improving a dancer's set of skills.
Dance|Teacher education|Educational technology
Scurlock, Daralyn Marie, "Exploring dance teachers' perceptions: Video as a teaching tool" (2014). ETD Collection for University of Texas, El Paso. AAI1557789.