|dc.description.abstract||Students should be informed of the increasing and changing opportunities for employment in dance with access to information about routes into further and higher education and professional training (NDTA, 2004).
Dance can be seen to exist within the public and private sectors, with GCSE dance in schools offering students an education in dance which constitutes elements of performance, composition and appreciation (Smith-Autard, 2002). In comparison dance in the private sector provides training for students to master technique and refine their performance abilities (McCutchen, 2006).
The process of dance in education reflects concepts of education appealing to cognitive and corporeal theories with emphasis upon both the process of learning and product derived (Matheson, 2008). In comparison dance in the private sector provides vocational training which alleges to prepare and equip students with the necessary skills for employment (Skillbeck et al, 1994), producing highly skilled and theatrically defined products for presentation to audiences (Smith-Autard, 2002).
The study aimed to discover whether students following dance courses in the public and/or private sector are informed or given effective careers advise about dance career possibilities. The study used participants aged 14-16 as Key Stage 4 is the first opportunity students in the public sector are given to study GCSE dance. Four different schools were used in the study, School A & B were comprehensive schools and Schools C & D were private dance schools. The study intended to compare the dance career routes of students following dance in the two different sectors.
The results suggested that the student’s ability to make informed choices was heavily reliant upon their teacher’s knowledge and experience. The study discovered that there is no national focal point where students can go for direction or information about careers in dance.||en_UK