The relevance of dance performance in tertiary education: an australian work-based perspective

Doctorate other than PhD

Hyland, Adele. 2018. The relevance of dance performance in tertiary education: an australian work-based perspective . Doctorate other than PhD Doctor of Professional Studies. University of Southern Queensland.

The relevance of dance performance in tertiary education: an australian work-based perspective

TypeDoctorate other than PhD
AuthorHyland, Adele
SupervisorVan der Laan, Luke
McDonald, Janet
Institution of OriginUniversity of Southern Queensland
Qualification NameDoctor of Professional Studies
Number of Pages568

This study and included artifact (i.e. course of study) aims to support the inclusion of dance as a legitimate area of academic study in the higher education sector and to develop an undergraduate dance performance course to include dance genres other than ballet and contemporary dance. Additionally this study recognises that dance may be legitimately categorised as a recreational activity, a sport and/or an art form depending on the intent and level of expertise of the performer. As an outcome the study presents an undergraduate dance performance course tested against the requisite Australian Qualifications Framework Level 7 criteria. The course aims towards developing dance professionals who have the skills and knowledge to pursue dance performance careers as well as related career paths and in a variety of dance genres and dance sector professions. The motivation of the project stems from an aspiration to utilise a work-based research study to further develop opportunities for dance studies within the higher education sector.

Reflective practice, and subsequent research, led to an awareness of a view shared by a number of academics encountered that dance is somewhat subservient to other academic disciplines. This view holds significance for performing arts education generally and particularly for dance education. This study offers discussion on the history of dance as an academic discipline as well as providing a personal perspective on the development of dance education in Australia. Identified concerns relating to dance assessment are also discussed as well as the advantages of broadening the range of dance genres offered for study at tertiary level other than those generally accepted as legitimate areas of study.

This project has evolved within a work based learning approach and includes:

 personal reflections developing from a working life devoted to both dance and general education

 an overview of identified concerns related to the perception of dance in the higher education sector

 a discussion regarding the history of tertiary dance courses both nationally and internationally

a review of relevant literature applicable to the development of undergraduate dance courses in Australia

 a comparison of dance genres including those traditionally offered in tertiary dance courses (i.e. ballet and contemporary) and suggested additions (i.e. ballroom and Latin dance)

 a fully developed course of study suitable for the study of dance as an art form at undergraduate level that meets Australian Qualifications Framework guidelines and

 discussion surrounding the limitations affecting the implementation of the course developed as part of this project.

This exegesis provides a critical analysis of the aims and the outcomes of the work undertaken as a result of personal reflection and research findings, and provides an artefact developed as part of the study that may be used by educational institutions for the further development of dance performers and dance educators at the tertiary level of education.

Keywordsdance, dance assessment
ANZSRC Field of Research 2020390303. Higher education
360402. Dance and dance studies
Byline AffiliationsSchool of Arts and Communication
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