Questions as ‘springboards’: a dialogic approach to fostering critical enquiry and reflection in dance technique learning.

Rimmer, RS (2017) Questions as ‘springboards’: a dialogic approach to fostering critical enquiry and reflection in dance technique learning. Learning and Teaching in Action, 12 (1). pp. 83-100.

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Abstract

This paper discusses the findings from applying a specific  pedagogical method, referred to as the ‘springboard’ approach, in relation to fostering critical thinking and reflection amongst students in  a higher education dance technique learning environment.  Informed  by existing research around dominant or ‘signature’ pedagogies within western higher dance technique education, the author presents  the findings from a focus group discussion with seven level four  students who participated in an action research study where the  ‘springboard’ approach to learning dance technique was explored. These findings are analysed to evaluate the effectiveness of the  approach in relation to establishing a dialogic learning culture that  effectively facilitates critical thinking and reflection.  The findings are  also used to examine some of the challenges for both teacher and  students when attempting to instigate change in an environment that  is strongly associated with traditional pedagogical paradigms.