Department of Dance Student Professional Papers | 2024
Permanent URI for this collectionhttps://hdl.handle.net/11274/16135
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Item Advocacy for Dance/Drill Team Directors: An Inquiry of Public High School Dance/Drill Team Director Stipends(2024) Moore, Marla; Morgan, IlanaMarla Moore’s research entitled “Advocacy for Dance/Drill Team Directors: An Inquiry of Public High School Dance/Drill Team Director Stipends” investigates how Texas public high school dance/drill team directors are compensated for their work and additionally, how their compensation compares to directors and coaches of other extracurricular activities. Through correlational quantitative research, the author gathered public-facing stipend data from 447 public high schools in Texas as well as survey data from 28 current high school drill team directors. Utilizing descriptive statistics and inferential statistics, Moore analyzed the data to determine trends and correlations that existed between drill team director stipends and other extracurricular teacher stipends, and additionally analyzed data according to geographical areas of Texas, school demographics, enrollment numbers, and more. The author further placed findings in relation to discourse concerning arts advocacy, the benefits of arts education, extracurricular teacher compensation, and Texas school funding.Item Mindfulness and dance improvisation practices for high school contemporary dance in a studio setting(2024) Danielle, Anitra; Morgan, IlanaThis paper outlines the teacher self-study utilized to explore and create dance improvisation practices that support mindfulness for a contemporary dance class in the studio setting for high school students. After examining published literature on mindfulness, dance improvisation in dance education, and meditation, the author then considers their personal experience that a mind-body connection helps dancers appreciate, understand, and comprehend their unique movement style. The practices and activities developed are centered around this goal and take into account the author's teaching experience and the relationship between how teaching practices inform pedagogy. Activities created integrate poems, art images, and descriptive words for a high school-level contemporary dance class that can be utilized by dance teachers for dance classes in various settings and age groups.Item Collaborative Activities and Coaching Practices for Building and Strengthening Inter and Intrapersonal Relationships Within High School Dance Teams(2024) Phillips, Melanie; Morgan, Ilana; De La Rosa, ElisaThis qualitative research focuses on collaborative practices and approaches intended to build and cultivate inter and intrapersonal relationship skills within a high school dance/drill team. This methodology, a teacher self-study, consisted of a literature review, a theoretical framework as a guiding source, and the implementation of newly created activities, as well as modified versions of the author's own practices. Upon the conclusion of this study, through analysis of teaching reflection voice memos, field notes, and lesson plans, the author ultimately created six activities, four coaching practices, and an athlete-centered coaching approach that encourages inter and intrapersonal relationship skills. It is intended that these activities and practices support the ease of rehearsals and performances for dancers and directors, but most importantly, the development of inter and intrapersonal relationship skills that follow them beyond the classroom and aid them in creating a more collaborative world.Item Embodied Imagery-Based Practices and Activities for Young Dancers Ages 12 - 14 Years Old for a Body Conditioning Class(2024) Scalici, Mary Margaret; Morgan, Ilana; Gamblin, SarahMary Margaret Scalici’s research was to create an embodied practice combining Pilates and conditioning for dance through imagery for young dancers ages 12 to 14 years old. This research was a qualitative teacher self-study employing a literature review, memory work, critical conversations, and creating and implementing a six-week session of Pilates and conditioning in the dance studio. The author outlines her practices of teaching this class primarily through imagery as a way to pursue teaching new terminology and exercises utilizing imagery. Through implementing these practices and activities, patterns and themes evolved beyond Pilates and conditioning but critical to the learning environment. This research paper concludes with the five movement blocks taught throughout the six-week session and imagery to accompany each exercise.Item Studio Management and Community Engagement: Three Studio Owner Perspectives(2024) Stepanian, Rebekah; Morgan, Ilana; Fuchs, JordanThis qualitative study investigates the lived experiences and perceptions of three dance studio owners on the topic of dance studio management and their dance studio’s involvement with the local community. The participants, Jamie Perrin, Carolina Escamilla, and Karen MacIntyre, all own and manage dance studios in North Texas. The author conducted this study to unveil less visible narratives of dance studio owners whose practices and perspectives may be unknown. The author applied a combination of qualitative research methods to collect and analyze interviews, conduct ethnographic observations, and assess outward-facing marketing material. The participants’ life experiences generate discourse from the field of dance studio management and its potential relationship to community involvement.Item Teacher Perceptions of How Their Dance Programs are Valued in Relation to the Funding They Receive in Texas High School Settings(2024) Stanton, Regan; Morgan, Ilana; Wells, CharmianRegan Stanton’s research entitled “Teacher Perceptions of How Their Dance Programs Are Valued in Relation to the Funding They Receive in Texas High School Settings” investigates teacher perceptions of how their dance programs are valued in relation to the funding they receive for their dance program. This qualitative research utilized an electronic survey to collect participants’ responses regarding their insights into how their current school district and campus administration value the dance program at the school where they work. With the collected responses, Stanton analyzed individually and across all data and identified commonalities to present key components that appear to influence teacher perceptions of value.Item Exploring strategies for developing high-intensity movement(2024) Garcia, DanielThis Culminating Project explores the creative process employed in the development of "OMEN," a MFA culminating project focusing on high-intensity movement. Drawing inspiration from prominent choreographers, three distinct strategies were implemented: Movement Task, Hyper Physicality, and Expansion. By integrating these strategies, "OMEN" achieves a fusion of heightened physicality, intricate movement, and unconventional speeds of movement, offering insight into development of high-intensity movement in contemporary choreography.