The experiences of a high school dance curriculum on student engagement

View/ Open
Date
2014-07-25Author
McNarland, Coralee
Type
ThesisDegree Level
MastersMetadata
Show full item recordAbstract
This qualitative study explored six post high school students' experiences within one high school Dance Academy program, over a four-year period, to learn if their dance experiences promoted student engagement. Student engagement occurs when students are invested in their learning, is the product of motivation and active learning, and is linked to student success.
Semi-structured individual and group interviews were used as instruments of data collection and the data was transcribed and analyzed. Four main themes emerged from this study in relation to the students' experiences within the Dance Academy in relation to student engagement: 1) increased self-confidence, 2) healthy relationships amongst peers and with their teacher, 3) a sense of belonging, and 4) increased feelings if self-worth. The outcomes from this study indicate that dance, as part of a high school curriculum, was advantageous in providing these students with a unique learning experience that increased their relationship with the curriculum and fostered student engagement.
Further research on the implications of teaching the arts, and in particular dance, in high school could benefit curricular programming and pedagogical practice.
Degree
Master of Education (M.Ed.)Department
Curriculum StudiesProgram
Curriculum StudiesSupervisor
Kalyn, BrendaCommittee
Pushor, Debbie; Wilson, Jay; Claypool, TimCopyright Date
June 2014Subject
Key words: high school
dance
student engagement
self- confidence
healthy relationships
sense of belonging
self-worth