How principles of dance science inform a student’s training and performance: A student dancer’s perspective
Author: Gemma Harman on behalf of the IADMS Dance Educators’ Committee
This is the second of Gemma’s posts in which she explores the notion of performance enhancement. Find the first installment here. In this second post, Gemma summarizes her own research and suggests how students view the principles of dance science in enhancing their training and performance.
What do we know?
The ideas and principles within dance science are frequently used to support the dancer in a number of domains; injury prevention, the improvement of training and performance and the potential for new artistic possibilities, to name but a few. The term ‘dance science principles’ is commonly used by educators and refers to physical, psychological, biomechanical and somatic principles. In recent years, developments in vocational and professional dance settings have seen dance science principles incorporated in the technical and performance aspects of dance students’ training. For instance, principles are frequently included in dance science, health related modules and safe dance practice modules within dance student training. Edel Quin’s minimizing injury blog post is an example of how these principles can be effectively applied to dance teaching and dance making.
The knowledge of dance science principles are also made available through the IADMS Education sources such as the Resource Papers and the Bulletin for Dancers and Teachers. These resources are comprehensive in informing and inspiring the application of dance science practice within dance training and performance settings.
This blog post will present student reflections on the inclusion of dance science principles in their dance training. These reflections are taken from current dance students at the University of Chichester, UK.
Q1: How has the inclusion of dance science principles supported you in your dance training?
Dancer 1: Having an understanding of dance science principles has allowed me to become better equipped. It has helped bring knowledge and awareness to what I can and can’t do.
Dancer 2: I can truthfully say that as a result of exploring these principles, I have been able to better evaluate and compare where I am as to where I should be. I can now also take risks without being fearful.
Dancer 3: I have learnt so much by incorporating these principles within my training. I have seen the benefits in my body, training and performance. It’s quite simply made me a better dancer.
Q2: How might dance science principles continue to be effectively embedded in a dancer’s training?
Dancer 1: It’s really very clear to me, all dancers and teachers need to have an awareness of these principles, whatever their background or ability. The most effective thing that can be done is to ensure everyone knows about them! Teachers need to consider creative ways of sharing this knowledge.
Dancer 2: Instead of having separate classes or modules on these areas, the knowledge needs to be better incorporated into all aspects of dance training. Everything we do should come from these principles as our goal in training is to be the best we can.
Dancer 3: Instead of being taught how to apply dance science principles, we should be given the opportunity to experiment and explore how we as dancers can apply the knowledge learnt to what it is we do. Only then can the knowledge shared be a two-way relationship.
What is the take home message from this post?
While dance science is undeniably developing as a field of study and research, it is apparent from the student reflections included in this blog that the use of dance science principles can aid a dancer’s development and bring awareness in their training and performance. What can educators specifically take home from this blog post? They can be reminded that knowledge and application of dance science principles can play a part in supporting the dancer to reach their full potential.
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Gemma Harman, PhD Candidate, MSc, FHEA is Senior Lecturer in Dance and Acting Programme Leader BSc Dance Science at the University of Chichester. Gemma is also a lecturer at Trinity Laban Conservatoire of Music and Dance and is an Academic Tutor at Bird College of Dance.