Show simple item record

dc.contributor.authorSanchez, Erin N.en_GB
dc.contributor.authorAujla, Imogenen_GB
dc.contributor.authorNordin-Bates, Sanna M.en_GB
dc.date.accessioned2013-07-15T08:48:40Zen
dc.date.available2013-07-15T08:48:40Zen
dc.date.issued2012en
dc.identifier.citationSanchez, E.N., Aujla, I.J., & Nordin-Bates, S.M. (2012) 'Cultural background variables in dance talent development: findings from the UK centres for advanced training', Research in Dance Education, 14 (3) 260-278en_GB
dc.identifier.issn1464-7893en
dc.identifier.issn1470-1111en
dc.identifier.doi10.1080/14647893.2012.712510en
dc.identifier.urihttp://hdl.handle.net/10547/295986en
dc.description.abstractThis study is a qualitative enquiry into cultural background variables – social support, values, race/ethnicity and economic means – in the process of dance talent development. Seven urban dance students in pre-vocational training, aged 15–19, participated in semi-structured interviews. Interviews were inductively analysed using QSR International NVivo 7.0. Further deductive analysis revealed that the findings were in line with the Differentiated Model of Giftedness and Talent. Results indicated that social environments positively influenced dance students’ feelings of psychological well-being, self-esteem and motivation, which in turn supported the transformation of aptitude into dance talent. Social benefits, such as building close friendships, facilitated learning and encouraged persistence during more difficult periods of dance training.
dc.language.isoenen
dc.publisherTaylor and Francisen_GB
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/14647893.2012.712510en_GB
dc.subjectsocial supporten_GB
dc.subjectvaluesen_GB
dc.subjecteconomic meansen_GB
dc.titleCultural background variables in dance talent development: findings from the UK centres for advanced trainingen
dc.typeArticleen
dc.identifier.journalResearch in Dance Educationen_GB
html.description.abstractThis study is a qualitative enquiry into cultural background variables – social support, values, race/ethnicity and economic means – in the process of dance talent development. Seven urban dance students in pre-vocational training, aged 15–19, participated in semi-structured interviews. Interviews were inductively analysed using QSR International NVivo 7.0. Further deductive analysis revealed that the findings were in line with the Differentiated Model of Giftedness and Talent. Results indicated that social environments positively influenced dance students’ feelings of psychological well-being, self-esteem and motivation, which in turn supported the transformation of aptitude into dance talent. Social benefits, such as building close friendships, facilitated learning and encouraged persistence during more difficult periods of dance training.


This item appears in the following Collection(s)

  • Centre for Applied Research in Dance
    Dance at Bedford has an international reputation in research in the area of dance and technology. CARD supports and promotes excellence in research in e-dance and knowledge transfer between the academic and professional domains within the subject.

Show simple item record