dc.contributor.advisor |
Buck, Ralph |
|
dc.contributor.author |
Knox, Sarah |
|
dc.date.accessioned |
2023-10-09T22:57:14Z |
|
dc.date.available |
2023-10-09T22:57:14Z |
|
dc.date.issued |
2023 |
en |
dc.identifier.uri |
https://hdl.handle.net/2292/66266 |
|
dc.description.abstract |
Choreography learning features as a valuable and essential part of dance education at tertiary level, especially as it inherently engages key 21st century skills such as creativity, collaboration, and communication. These skills are relevant to diverse careers inside and outside the arts.
Dance making is also unavoidably social, as is the teaching and learning of it. Consequently,
this study interrogates the interwoven relationships choreography educators negotiate within
the choreography education context. The study poses the question: Within tertiary
choreography courses in New Zealand, what are three dance educators’ meanings and
experiences of teaching collaborative choreography? Focussing on degree qualifications in
Aotearoa New Zealand, the study aims to reveal the values, agendas, and dilemmas of the
educators as they facilitate collaborative choreography learning.
The study is driven by a constructivist, qualitative methodology, engaging semi-structured
interviews with three experienced choreography educators. The researcher’s expertise is
positioned alongside the participants’ in order to find new understandings of the complexities
of choreography teaching and learning in bachelor’s degrees. Data is presented through a
narrative, interweaving the three participants’ voices and my own. Through thematic analysis
the pedagogical entanglements choreography educators negotiate are unpicked. Themes
addressed include collaborative choreography learning being a complex creative
environment, perceptions and dilemmas of the teacher-student relationship, the subtext of the
choreography classroom, choreographic-collaborative pedagogies.
This study has significance for conversations within dance education in the areas of teacher
education, pedagogical professional development, choreography learning in high schools and
higher education, as well as in professional and community dance contexts. The study
contributes to growing literature interrogating choreographic relationships. The findings may
contribute to scholarship in the broader areas of creativity and collaboration. |
|
dc.publisher |
ResearchSpace@Auckland |
en |
dc.relation.ispartof |
PhD Thesis - University of Auckland |
en |
dc.relation.isreferencedby |
UoA |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. |
|
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.rights.uri |
http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ |
|
dc.title |
“It’s such a Tangle”: The complexities of choreography pedagogy in tertiary education |
|
dc.type |
Thesis |
en |
thesis.degree.discipline |
Dance Studies |
|
thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Doctoral |
en |
thesis.degree.name |
PhD |
en |
dc.date.updated |
2023-10-05T01:07:56Z |
|
dc.rights.holder |
Copyright: The author |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |