Dialogicality in Dance: Mirror, Mirror on the Wall, …?
The traditional dance class model in Luxembourg’s state supported conservatories is usually structured hierarchically, with the teacher standing in front of the class interacting with the students, while little interaction amongst the students takes place. Within this traditional dance class model, communication is nonetheless made possible through the medium of the mirror, which opens up the possibility for dialogue between the teacher and the student on different levels. Drawing on the Dialogical Self Theory I attempt to illustrate how dance students construct meaning and develop their self as students and individuals within the dance class environment. My analysis focuses on the communicative aspect of the dance mirror and how it affects internal dialogues. To this end, I have interviewed 12 dance students of intermediate to advanced level, attending the Conservatoire de Musique Esch-sur-Alzette in Luxembourg. The individual interviews focused on aspects such as motivation, ability to adapt, specific dance class behaviour and personal goals.
KeywordsDialogical Self Theory Dance education Responsibility Mirror Dance student Dialogue
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