Cultural Background Variables in Dance Talent Development: Findings from the UK Centres for Advanced Training

Autor/inn/en	Sanchez, Erin N.; Aujla, Imogen J.; Nordin-Bates, Sanna
Titel	Cultural Background Variables in Dance Talent Development: Findings from the UK Centres for Advanced Training
Quelle	In: Research in Dance Education, 14 (2013) 3, S.260-278 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-7893
DOI	10.1080/14647893.2012.712510
Schlagwörter	Dance Education; Qualitative Research; Cultural Differences; Social Support Groups; Social Values; Racial Differences; Ethnicity; Economic Factors; Talent Development; Semi Structured Interviews; Urban Education; Adolescents; Gifted; Social Environment; Social Influences; Well Being; Self Esteem; Persistence; Foreign Countries; Environmental Influences; United Kingdom + Suchen Sie Ihr Suchwort? Dance; Education; Tanzerziehung; Qualitative Forschung; Kultureller Unterschied; Social support; Soziale Unterstützung; Sozialer Wert; Rassenunterschied; Ethnizität; Ökonomischer Faktor; Begabtenförderung; Talentförderung; Stadtteilbezogenes Lernen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Begabter, Hoch Begabter; Soziales Umfeld; Sozialer Einfluss; Well-being; Wellness; Wohlbefinden; Self-esteem; Selbstaufmerksamkeit; Ausdauer; Ausland; Environmental influence; Umwelteinfluss; Großbritannien
Abstract	This study is a qualitative enquiry into cultural background variables--social support, values, race/ethnicity and economic means--in the process of dance talent development. Seven urban dance students in pre-vocational training, aged 15-19, participated in semi-structured interviews. Interviews were inductively analysed using QSR International NVivo 7.0. Further deductive analysis revealed that the findings were in line with the Differentiated Model of Giftedness and Talent. Results indicated that social environments positively influenced dance students' feelings of psychological well-being, self-esteem and motivation, which in turn supported the transformation of aptitude into dance talent. Social benefits, such as building close friendships, facilitated learning and encouraged persistence during more difficult periods of dance training. Economic support was an essential aid to talent development, providing training and performance opportunities, transport and physiotherapy. The study offers a preliminary indication that economic limitations may not only prohibit dance training but may also be related to lower perceptions of social support both in the home and in dance environments. Cultural values espoused in dancers' homes encouraged the value of hard work and raised questions about the economic suitability of a career in dance. Overall, cultural background variables appear to have a major effect on dance talent development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10