<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This article explores nuances in the meanings and applications of the term ‘dance technique’, by looking at how students in modern and contemporary dance articulate their understanding of the term, and by discussing this in relation to dance research articles on the theme. The article draws on a section of my on-going PhD project on the experiences in modern and contemporary dance of students at the Norwegian College of Dance. The project is informed by hermeneutic phenomenology (van Manen 1997), based on students’ logbooks and interviews. In one set of interviews, the students were asked to define the term ‘dance technique’. I have analysed the answers and discerned five approaches to the term: As <italic>a system</italic>, as <italic>knowledge or practical skills</italic>, as <italic>something set</italic>, as <italic>goal-oriented work</italic> and as ‘<italic>only technique</italic>’. The conjoining of students’ experiences with dance research articles shows both similarities and differences in comprehension of the term. I suggest that there is an ambiguity in the understanding of the term, touching upon different dichotomies existing in dance, and with parallels to a change between a modern dance tradition and a contemporary dance tradition. Clarifying taken-for-granted concepts can be of value for both dance education and dance research.</p></abstract>

This article explores nuances in the meanings and applications of the term ‘dance technique’, by looking at how students in modern and contemporary dance articulate their understanding of the term, and by discussing this in relation to dance research articles on the theme. The article draws on a section of my on-going PhD project on the experiences in modern and contemporary dance of students at the Norwegian College of Dance. The project is informed by hermeneutic phenomenology (van Manen 1997), based on students’ logbooks and interviews. In one set of interviews, the students were asked to define the term ‘dance technique’. I have analysed the answers and discerned five approaches to the term: As a system, as knowledge or practical skills, as something set, as goal-oriented work and as ‘only technique’. The conjoining of students’ experiences with dance research articles shows both similarities and differences in comprehension of the term. I suggest that there is an ambiguity in the understanding of the term, touching upon different dichotomies existing in dance, and with parallels to a change between a modern dance tradition and a contemporary dance tradition. Clarifying taken-for-granted concepts can be of value for both dance education and dance research.

Dance Technique–Meanings and Applications

Nordic Journal of Dance

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Dance Technique\u2013Meanings and Applications"}

This article explores nuances in the meanings and applications of the term ‘dance technique’, by looking at how students in modern and contemporary dance...

Dance Technique–Meanings and Applications

Online veröffentlicht: 29. Sept. 2020

Seitenbereich: 12 - 23

DOI: https://doi.org/10.2478/njd-2015-0012

© 2015 Irene Velten Rothmund, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.