Balancing Identity, Motivation, and Internal Dialogue in the Making of Solos: Conquering the High Wire

Autor/in	Andrzejewski, Carey E.
Titel	Balancing Identity, Motivation, and Internal Dialogue in the Making of Solos: Conquering the High Wire
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 24 (2011) 6, S.673-692 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2010.529836
Schlagwörter	Graduate Students; Dance Education; Figurative Language; Artists; Teacher Collaboration; Motivation; Phenomenology; Identification; Higher Education; Females; Portraiture; Constructivism (Learning); Models + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Dance; Education; Tanzerziehung; Artiste; Artist; Künstler; Künstlerin; Lehrerkooperation; psychologische; Motivation (psychologisch); Phenomenological psychology; Phänomenologie; Psychologie; Identifikation; Identifizierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Weibliches Geschlecht; Abbildung; Analogiemodell
Abstract	This exploratory study emerged out of my interests in dance-making and phenomenology. In order to develop a portrait of how student dance artists choreograph self-performed solos, I asked nine graduate student dance-makers to contribute accounts of their experiences. From my efforts to make meaning of the participants' experiences, a composite emerged. Her name is Helen; she is a high wire artist, and her story serves as a metaphor for the shared experiences of the nine participating dance artists. I envision Helen confronting her reflection, climbing the ladder, crossing the tight rope, and enjoying the praise of the audience below. Each act stands as a symbol for one of the four emergent themes regarding solo dance-making: struggles with identity, struggles with motivation, the necessity of internal dialogue, and the need for balance. I conclude the manuscript with a discussion regarding the implications of these findings for dance education and education in other contexts that require complex "solo" work. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10