Pedagogy   [back to the Category]

BALLET FOR ADULT BEGINNERS : DEVELOPING THE CURRICULUM AND A CASE STUDY ON BODY AWARENESS ………   [read the french version]

Author :   T. Hâyrynen, T. Lintunen

BALLET FOR ADULT BEGINNERS : DEVELOPING THE CURRICULUM AND A CASE STUDY ON BODY AWARENESS AND THE PERCEPTION AND EXPRESSION OF MOVEMENT.

T. Hâyrynen, T. Lintunen
Department of Physical Education, University of Jyväskylä, Finland
LIKES-Research Center for Sport and Health Sciences, Jyväskylä, Finland

Interest in dance has increased in all age groups. However, hardly any research exists on adult dance pedagogy in the dance school context. The purpose of this study was, firstly, to design, develop and carry out a ballet curriculum for adult beginners and, secondly, to examine the applicability of ballet to them. This case study, which included elements of action research took place in a local dance school (Tanssiopisto Sara) which gives the art education of dance in Jyväskylä. The curriculum was carried out over three semesters (45 weeks) from January 1999 to May 2000. The adult ballet class consisted of 21 students aged 18-55 of whom 20 were female and one male. For many of them ballet had been a childhood dream which had not become true.

The study was an example of qualitative case research. This method was particularly suitable because the researcher was the ballet teacher as well. The teacher/ researcher was interested both in the detailed teaching and learning process and in obtaining a more profound understanding of the meaning of ballet to adult beginners. The theoretical basis for this study was a humanistic view of the human being and a constructivist approach to knowledge and learning. The curriculum, based on the national classical ballet curriculum according to Vaganova but modified to include body awareness exercices according to Barteniff and Pilates and creative movement according to Laban. The data was gathered from the students, teacher/researcher and a dance teacher observer using participatory observation, diaries kept by the teacher/researcher and the students, discussions with the students, and photos and videos taken during dance lessons.


The majority of participants expected first of all to gain emotional experiences from ballet. They felt that after training once a week for three semesters that their body awareness and muscle strength had improved. All of them reported that they were able to dance and express movement better. Participatory observation together with the 150 photos (black and white photos scanned to digital format) and two videos taken helped in analysing the students’ development in physical skills. The physical skills essential in ballet (the upward lift up of the body, turn out of the hips, alignment of the body and coordination) developed gradually and individually during the three semesters. The alignment of the limbs and coordination, however, did not change. Students’expression of movement improved during this study so much that they were scheduled to give their first performance as a group in April 2001. The group has progressed from the elementary level to the primary level.

The results of this case study support the view that the traditional ballet technique is useful for adult beginners, when the aims, contents and methods take adult characteristics into account. Students are then able to move according to their own opportunities and abilities. The atmosphere in class is cooperative, flexible and creative.


Further information :


Teija Häyrynen
Ylätuhdonkuja 9
40520 Jyväskylä 52
FINLAND
Tel. +358-(0)40-709 8677
Hayrynen@solutions.fi

Taru Lintunen, Ph. D.
Department of Physical Education
University of Jyväskylä
P.O. Box 35 (L)
40351 Jyväskylä
FINLAND
Tel. +358-14-260 2113

This is an abstract from the Helsinki symposium (3-4 June 2001) All rights reserved by the authors.