Project Title

Examining Feedback Practices in the Dance Classroom

Academic department under which the project should be listed

COTA - Dance

Faculty Sponsor Name

Dr. Caroline Clark

Abstract (300 words maximum)

Dance teachers use feedback in the classroom as an essential tool towards student improvement in technique. Although research in the field of education establishes the need for feedback in the educational process (Baron,1988), research in the field of dance education has not sufficiently addressed how students respond to different types of feedback through various styles of dance, as well as how important feedback practices are in the dance classroom specifically. Therefore, this cross-sectional study investigates how dance students respond to different types of feedback in technique class. To examine the relationship between feedback and perceived improvement, observations, interviews, and an online survey will be administered to students at the Kennesaw State University Department of Dance regarding learning styles, preferences, and background demographics. Experienced students with varying concentrations, ages, races, and gender identities relate to the personal effects of critique in technique class as they add unique perspectives of improvement. Participants will provide data about their experiences with current practices in dance technique classes, including verbal, visual, and kinesthetic components to further understand the gratifications feedback has on dance education. Analysis of the data will provide themes toward distinguishing how feedback operates in the dance classroom. Of particular interest are the following research questions: Is feedback necessary to practices in the dance classroom specifically? What medium of feedback creates the best response between styles? Is there a preferred type through a variety of dance styles? The findings of this study could be used to provide instructors with the most effective ways to impart criticism and it can help define insightful ways a student can receive criticism.

Project Type

Event

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Examining Feedback Practices in the Dance Classroom

Dance teachers use feedback in the classroom as an essential tool towards student improvement in technique. Although research in the field of education establishes the need for feedback in the educational process (Baron,1988), research in the field of dance education has not sufficiently addressed how students respond to different types of feedback through various styles of dance, as well as how important feedback practices are in the dance classroom specifically. Therefore, this cross-sectional study investigates how dance students respond to different types of feedback in technique class. To examine the relationship between feedback and perceived improvement, observations, interviews, and an online survey will be administered to students at the Kennesaw State University Department of Dance regarding learning styles, preferences, and background demographics. Experienced students with varying concentrations, ages, races, and gender identities relate to the personal effects of critique in technique class as they add unique perspectives of improvement. Participants will provide data about their experiences with current practices in dance technique classes, including verbal, visual, and kinesthetic components to further understand the gratifications feedback has on dance education. Analysis of the data will provide themes toward distinguishing how feedback operates in the dance classroom. Of particular interest are the following research questions: Is feedback necessary to practices in the dance classroom specifically? What medium of feedback creates the best response between styles? Is there a preferred type through a variety of dance styles? The findings of this study could be used to provide instructors with the most effective ways to impart criticism and it can help define insightful ways a student can receive criticism.