2026-09-21T21:45:28Zhttps://dora.dmu.ac.uk/server/oai/requestoai:dora.dmu.ac.uk:2086/192902023-09-27T13:06:40Zcom_2086_2388col_2086_2389
AN EXEMPLAR-APPRENTICE MODEL FOR TEACHING DANCE COMPOSITION THROUGH PERFORMANCE IN SECONDARY EDUCATION (NSW. AUSTRALIA)
Mullins, John William
Dance education in New South Wales focuses on the three components of the artform -
performance, composition and appreciation. However,, historically there has been a prescribed
emphasis on performance on the assumption that performance informs composition and
appreciation.
In preliminary investigations, data gained via questionnaires to students; examination
markers' reports; and examination results, showed the above assumption to be erroneous. It
is hypothesised that, although in NSW teachers choreograph the dances performed for
assessment, the emphasis on skill acquisition to achieve the highest level of performance
possible mitigates against making connections between these dances and the composition
components in the syllabuses.
This research aimed to develop, test, and evaluate new methods of teaching these dances to
simultaneously enhance students' knowledge, understanding and skill in dance composition
and appreciation. The resultant Exemplar-Apprentice model -a development of the traditional
master-apprentice system with the teacher functioning in concurrent roles as an exemplar-artist
and as a teacher-pedagogue - is recommended because the students, as apprentices,
have access to the exemplar-artist's knowledge, intuition, experience and creativity and
through the teacher-pedagogue this develops a more holistic appreciation of dance as an
artform.
Ninety-three students from Years 10 to 12 (ages 14-17) at one sample school participated in
six interventions to test the exemplar-apprentice methodology. Appropriate analytical
frameworks and qualitative research instruments were employed to establish internal validity
within this action research project. Analysis of the data collected supports the proposition that
the Exemplar-Apprentice model can enhance knowledge, understanding and skills in dance
composition and appreciation, as well as in performance. Although claims for external
validity of the model are proposed, a Resource Template is offered to facilitate use of it in
contexts beyond the research site. Such testing, further adaptations and applications of the
Exemplar-Apprentice model by other dance teachers will extend and enhance the teaching of
dance performance in NSW and across the world.
De Montfort University
2004-04
Thesis or dissertation
Doctoral
PhD
en
https://dora.dmu.ac.uk/handle/2086/19290
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