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Kate_N

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  1. Sometimes my students come up with this sort of research method, but a problem arises if there hasn't been specific training in interviewing and qualitative research. As you know, there are specific - and quite high level - skills involved. And those skills are not usually taught in a performing arts/dance degree - we're too busy covering discipline specific content and skills! At my place, this kind of research would also require ethical clearance, and quite a lot of secondary source reading in sociological research methods. Just tagging on to @Bluebird22's post - this is a more nuanced way of doing the kind of research the OP seems to want to do. My only problem with this - as a dissertation supervisor - is, as Bluebird says, that there's no body of primary source material to analyse.
  2. These anecdotes are interesting, but can't be used in a university dissertation!
  3. Hear hear, Valentina! All the stuff I read about exams sometimes makes me wish we could just get rid of them. They don't really indicate whether you're going to have a successful career as a dancer or a teacher. I've seen some adult dancers with misalignment and not much control of their turn out, who don't seem to be able to point their toes, who have apparently got Merit or whatever in vocational exams. Hmmmm - sometimes, I wonder (in my harsh moments) whether sometimes it's just about what the Americans call "bragging rights."
  4. It sounds as though it's strength, not "not good enough." I'd guess he's at the age when boys start to develop the more "manly" bodies and strength that typify the male dancer. Maybe he's just not quite there yet. Slow and steady is really important in ballet training, as the risk of injury is just too great otherwise. And I really recommend @Peanut68's question: "what is the priority?" Exams are just a means to test how a student is progressing, they are not an end in themselves. Please don't let him do anything that might potentially damage his growing body!
  5. This sounds more like an affirmation, than an actual argument. You need to reframe your interest as an hypothesis around which you can gather evidence. So starting by saying the benefits of dance teaching isn't an hypothesis as such. In order to find something that 'hasn't been done to death' you need to do a LOT of reading around your broad topic. This will take time, and you will do what my less successful students call "wasted" reading. It is not wasted - you need to know the broad outlines of the field of your topic, and the chief researchers and scholars in the field. An undergraduate dissertation doesn't need to be "original" (that is the central criterion for a PhD) but it must be independent. One way to approach this is to think about examples of dance practice you have undertaken or observed. For a dissertation presumably to be written this year (your final undergrad year, I'm assuming), you can't rely on practical work you've done in the past, but you could extend or develop this in this year. Can you sit in on "Dance for Parkinson's" sessions, for example? You won't be able to do that for dance therapy as that is confidential therapy work. Or what about thinking about areas that aren't dance as such, but areas of practice which are influenced by dance? But whatever you do, you need to have a body of primary source materials - that is, direct evidence of direct work, not just a series of summaries of what others have said. And my serious advice (25 years of supervising dissertations in this broad field) is that primary evidence in these sorts of areas is very difficult for undergrad students to get access to. How are you going to prove the benefit? Do you have statistics training? Or training in questionnaires or ethical clearance for talking to students about their perception of benefit? These are all serious and weighty questions. In short a dissertation can't just be a statement or affirmation of what you believe. It must be an argument, supported by your gathering together and analysis of the evidence, including counter-evidence.
  6. Schweizer Deutsch always sounds weird to me (but not as hard as understanding a deep Bayerische accent)
  7. Wonderful news - what an exciting opportunity to live and work in another country. You'll have the opportunity to learn a number of languages and experience a different culture from the inside. And yes, Basel has ballet activity: here are a couple of possible leads which look OK: https://www.you-dance.ch/ballett you're looking for Ballet Erwachsene (adults) Kürsinfo https://braswellartscenter.com/adult-dance-classes (You could also search or studios on Instagram).
  8. Ha ha ha yes, TYR I’ve heard that and seen the shudder.
  9. Oh, I'm glad I'm not the one who misunderstood here. I was just a bit taken aback by this person, who kept talking about her "rad ballet course." Then I finally twigged, and went "Oh, you mean R.A.D." Maybe she thought I was being rude ... And I say ISTD as in the initials But RADA and LAMDA as if they are words. Although in my world, "Central" means Central sChool of Speech and Drama, not Central School of Ballet.
  10. I was at a studio in central London on the weekend, taking class with one of my favourite teachers. Chatting in the change room afterwards to other members of the class, one of them said that she wouldn't be there for the next ten weeks because she was going back to her 'rad classes' (as in a shortening for 'radical.') I thought, Wow! Radical ballet classes! Where? Then I worked out (slow), that she meant R.A. D. classes. I've always pronounced that as Are. Ay. Dee That is, as the initials, rather than made into a word. So how do you pronounce the shortening for the Royal Academy of Dance?
  11. Kate_N

    Vale Mum

    Oh, so sorry for your loss, jmb. And many thanks for taking the time to tell us about her and her recent love of ballet. You make me think of how fragile life is and how we need to remember those close to us. My mother is 10 years younger than yours - like yours, she emigrated to Australia (but about a decade later) and has never looked back. Sadly, my mother is slipping gently into serious old-age memory loss - in a sort of opposite process to your mother, she rarely watched things like Midsomer Murders, but now switches the television on at 5pm and lets it wash over her. But I think our mothers would have got along famously - particularly in love of ballet (my mother trained and worked professionally) and Australia!
  12. That GMA clip is awful. The presenter is just plain ignorant of UK education practices, in addition to being rude about ballet (also religious studies). I am loving my Instagram feed of all the recordings of the mass ballet class in Times Square. I've just been in New York - oh I wish I could have stayed on to participate! I saw some of my favourite NYC-based teachers there. Sometimes, this sort of gaffe can actually serve to promote the very thing that was ridiculed. This is one of those times. Bravo and brava to all the dancers in Times Square.
  13. Thank you SO MUCH for those links, Anna! Reminds me how much I love, love, love this version of R&J (and I don't really usually like long "story ballets" so much ...) Lucky people seeing this production - it looks amazing in rehearsal.
  14. Seconded & thirded. I often read these reports, and determine to travel more - cheap weekend flights etc etc. But work & quotidian life take over ... So thank you for the reports from all around the world written here!
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