Cultural background variables in dance talent development: findings from the UK centres for advanced training
dc.contributor.author | Sanchez, Erin N. | en_GB |
dc.contributor.author | Aujla, Imogen | en_GB |
dc.contributor.author | Nordin-Bates, Sanna M. | en_GB |
dc.date.accessioned | 2013-07-15T08:48:40Z | en |
dc.date.available | 2013-07-15T08:48:40Z | en |
dc.date.issued | 2012 | en |
dc.identifier.citation | Sanchez, 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) 260-278 | en_GB |
dc.identifier.issn | 1464-7893 | en |
dc.identifier.issn | 1470-1111 | en |
dc.identifier.doi | 10.1080/14647893.2012.712510 | en |
dc.identifier.uri | http://hdl.handle.net/10547/295986 | en |
dc.description.abstract | This 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.iso | en | en |
dc.publisher | Taylor and Francis | en_GB |
dc.relation.url | http://www.tandfonline.com/doi/abs/10.1080/14647893.2012.712510 | en_GB |
dc.subject | social support | en_GB |
dc.subject | values | en_GB |
dc.subject | economic means | en_GB |
dc.title | Cultural background variables in dance talent development: findings from the UK centres for advanced training | en |
dc.type | Article | en |
dc.identifier.journal | Research in Dance Education | en_GB |
html.description.abstract | This 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.