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A framework for the studio teaching of professional contemporary dance students

Evelyn, Mary (1998) A framework for the studio teaching of professional contemporary dance students. Doctor of Philosophy (PhD) thesis, University of Kent. (doi:10.22024/UniKent/01.02.86101) (KAR id:86101)

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This thesis is concerned with the specific requirements of contemporary technical training in the context of full-time courses designed for individuals who aim to become professional contemporary dance artists. The demands of the profession are analysed alongside consideration of the need to maintain a long-term view, rather than to allow work which is cuffently fashionable to have an inappropriate influence on present training procedures. Inherited structures for technical training are discussed, together with the need for transformation of the physical work to ensure its continuing relevance. The physical, intellectual and emotional characteristics of the contemporary dancer most likely to be able to contribute positively to the profession are examined. My aim is to define and illustrate a teaching methodology which will encourage the development of these characteristics. It is argued that the aims of a holistic mode of dance education, physical training towards exceptional levels of technical expertise, and the need to teach students to cope with change need not be in conflict. Further, that teaching methods which are educationally informed and which celebrate the students' individuality, far from jeopardising the high levels of technical expertise expected of students in vocational dance schools, will contribute to their training in positive ways. A video presentation, giving further insights into the methodology proposed, is a vital adjunct to the thesis. The proposed methodology demands of students that they bring all facets of themselves to the work, developing the ability to take responsibility for their own learning. The demand on teachers is that they also maintain a creative involvement with the teaching process, analysing their teaching strategies, the ways in which they may work towards a deeper understanding of their students, and continue to develop teaching material in order that it serves the needs of individuals in their classes.

Item Type: Thesis (Doctor of Philosophy (PhD))
Thesis advisor: Davies, Mollie
Thesis advisor: Ralph, Richard
DOI/Identification number: 10.22024/UniKent/01.02.86101
Additional information: This thesis has been digitised by EThOS, the British Library digitisation service, for purposes of preservation and dissemination. It was uploaded to KAR on 09 February 2021 in order to hold its content and record within University of Kent systems. It is available Open Access using a Creative Commons Attribution, Non-commercial, No Derivatives ( licence so that the thesis and its author, can benefit from opportunities for increased readership and citation. This was done in line with University of Kent policies ( If you feel that your rights are compromised by open access to this thesis, or if you would like more information about its availability, please contact us at and we will seriously consider your claim under the terms of our Take-Down Policy (
Divisions: Divisions > Division of Arts and Humanities > School of Arts
SWORD Depositor: SWORD Copy
Depositing User: SWORD Copy
Date Deposited: 29 Oct 2019 16:28 UTC
Last Modified: 10 Dec 2022 01:59 UTC
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