The Dance of Becoming: Pedagogy in Dance/Movement Therapy in the United States.

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  • Author(s): Blanc V;Blanc V
  • Source:
    American journal of dance therapy [Am J Dance Ther] 2021; Vol. 43 (2), pp. 167-187. Date of Electronic Publication: 2021 Nov 08.
  • Publication Type:
    Journal Article
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Springer Country of Publication: United States NLM ID: 7707903 Publication Model: Print-Electronic Cited Medium: Print ISSN: 0146-3721 (Print) Linking ISSN: 01463721 NLM ISO Abbreviation: Am J Dance Ther Subsets: PubMed not MEDLINE
    • Publication Information:
      Publication: New York, NY : Springer
      Original Publication: Columbia, Md., American Dance Therapy Assn.
    • Abstract:
      The purpose of this study was to begin to define pedagogical theory and practice in the field of dance/movement therapy (DMT). Fourteen DMT educators from American dance therapy association approved programs participated in the study, taking part in individual semi-structured interviews through a phenomenological lens. The participants had taught in the DMT field for at least five years and at most 44 years. Utilizing grounded theory methods, two focus groups were also conducted in which six DMT educators discussed initial qualitative themes from the individual interviews. Through an engaged process, participants were able to participate in the further defining of the study's themes. Data were analyzed using grounded theory methods of initial and focused coding. The researcher also used member checking, peer review, and a personal research journal to name her own reflexive position within the emerging data. The researcher's findings centered around six qualitative themes. These themes named the importance of the DMT student's development of self-awareness including body identity, cultural identity, and professional identity all housed within the experience of embodied learning. Findings also named the importance of educator transparency and modeling in the classroom to create space for student exploration. Recommendations from the study aimed towards creating more opportunities for educators to collaborate and communicate across the field with the goal of creating best practices for DMT education. Also recommendation for DMT educators centered around clarity of expectations in the embodied self-reflective learning process.
      (© American Dance Therapy Association 2021.)
    • Publication Date:
      Date Created: 20211115 Latest Revision: 20220218
    • Publication Date:
      20250114
    • Accession Number:
      PMC8574932
    • Accession Number:
      10.1007/s10465-021-09351-0
    • Accession Number:
      34776560