An exploration into undergraduate students’ responses to learning opportunities within contemporary dance technique

Abstract

During its 35 years in Higher Education (Bannon, 2010) the concept of dance education has shifted towards an increasingly student-centred approach which has prompted exploration into the student dancers’ learning experience. This research study explored the different learning styles identified by Honey & Mumford (1982) and examined the notion of differing levels of learning. Five undergraduate dance students at University Wales Institute, Cardiff were utilised, studying a student-focused course underpinned by transformative, constructivist and experiential learning theories. The subjective learning experience was examined through an observation period and an individual interview with the aim of capturing the students’ unique approach, process and response. The study found evidence supporting Honey & Mumford’s (1982) model in practical student illustrations. In addition knowledge concerning the benefits of students’ awareness of their own approach to learning was found. Through such awareness comes the potential ability to transform their learning and overcome limiting factors, opening up the possibilities for continued learning in the studio, performance and profession.