Pedagogical Competency of Dance Instructors in The Training of Malay Court Dance Skills Among Upper Secondary Students at Johor National Art School

Muhammad Fazli Taib Bin Saearani(1), Abdul Hamid Chan(2), Nur Nabila Micheal Lung Abdullah(3),

DOI: https://doi.org/10.15294/harmonia.v21i2.31668


(1) Universiti Pendidikan Sultan Idris
(2) Universiti Pendidikan Sultan Idris, Malaysia
(3) Universiti Pendidikan Sultan Idris, Malaysia

Abstract

Dance pedagogy is a complex and dynamic field of competency that involves various skills and self-appearance. Therefore, dance instructors must widen the scope of their competency to strengthen and improve their level. This research aimed to identify the competency of dance instructors teaching the practical subject of Malay Court Dance based on factors including the components of pedagogy, curriculum, assessment, and professionalism. The data was collected from interviews with the instructors and was analyzed through thematic analysis. The findings indicated that the instructors’ competency level development could be mapped into three dimensions, namely orientation, agent, and competency content. It was concluded that art schools in Malaysia need to develop dance instructors’ competency in terms of (1) 21st-century learning needs, (2) vertical and horizontal knowledge sharing, (3) workshop, study tour, and competition, and (4) standardization of technological development relevant for curriculum, across knowledge, practical, and feeling domains.

Keywords

dance pedagogy, competency development, instructor, court dance, Malay dance

Full Text:

PDF

References

Bautista, A., Stanley, A., & Candusso, F. (2021). Policy strategies to remedy isolation of specialist arts and music teachers. Arts Education Policy Review. https://doi.org/10.1080/10632913.2020.1746713

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Buono, A., & Burnidge, A. (2020). Dancing Our Microbiome at the Science Museum: A Dance/STEAM Collaboration. Journal of Dance Education, 1–10. https://doi.org/10.1080/15290824.2020.1790568

Burroughs, G., Lewis, A., Battey, D., Curran, M., Hyland, N. E., & Ryan, S. (2020). From Mediated Fieldwork to Co-Constructed Partnerships: A Framework for Guiding and Reflecting on P-12 School-University Partnerships. Journal of Teacher Education, 71(1), 122–134. https://doi.org/10.1177/0022487119858992

Cranmore, J., Adams-Johnson, S. D., Wiley, J., & Holloway, A. (2019). Advising High School Students for Admission to College Fine Arts Programs. Journal of School Counseling, 17(10), 1–56.

Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed). Sage Publications.

Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Edition). SAGE Publications, Inc.

Dowell, M.-M. S., & Goering, C. (2018). Editors’ introduction: On the promise and possibilities of arts integration in education. Pedagogies: An International Journal, 13(2), 85–91. https://doi.org/10.1080/1554480X.2018.1449180

Eddy, M., Blatt-Gross, C., Edgar, S. N., Gohr, A., Halverson, E., Humphreys, K., & Smolin, L. (2021). Local-level implementation of Social Emotional Learning in arts education: Moving the heart through the arts. Arts Education Policy Review, 122(3), 193–204. https://doi.org/10.1080/10632913.2020.1788681

Gaunt, H., & Treacy, D. S. (2020). Ensemble practices in the arts: A reflective matrix to enhance teamwork and collaborative learning in higher education. Arts and Humanities in Higher Education, 19(4), 419–444. https://doi.org/10.1177/1474022219885791

Georgios, L. (2018). The Transformation of Traditional Dance from Its First to Its Second Existence: The Effectiveness of Music—Movement Education and Creative Dance in the Preservation of Our Cultural Heritage. Journal of Education and Training Studies, 6(1), 104–112.

Hallberg, L. R.-M. (2010). Some thoughts about the literature review in grounded theory studies. International Journal of Qualitative Studies on Health and Well-Being, 5(3), 5387. https://doi.org/10.3402/qhw.v5i3.5387

Heyang, T., & Martin, R. (2020). A reimagined world: International tertiary dance education in light of COVID-19. Research in Dance Education, 16. https://doi.org/10.1080/14647893.2020.1780206

İnan, M. (2021). What Kind of a Physical Education Teacher: A Pedagogue or a Coach? Journal of Educational Issues, 7(1), 584–588. https://doi.org/10.5296/jei.v7i1.18698

Lee, K., Choi, H., & Cho, Y. (2019). Becoming a competent self: A developmental process of adult distance learning. The Internet and Higher Education, 41, 25–33.

Li, R. Z., & Vexler, Y. A. (2019). Breaking for Gold: Another Crossroads in the Divergent History of this Dance. The International Journal of the History of Sport, 36(4–5), 430–448.

Li, Z., Zhou, M., & Teo, T. (2018). Mobile technology in dance education: A case study of three Canadian high school dance programs. Research in Dance Education, 19(2), 183–196. https://doi.org/10.1080/14647893.2017.1370449

Liao, C., Devita, J., & Walden, P. (2018). Bridging Educational Communities to Explore Social Justice Topics Through Film and Dance Creatively. School-University Partnership, 11(4), 87–103.

Loughland, T., & Nguyen, H. T. M. (2017). Boundary objects and brokers in professional experience: An activity theory analysis. In A. Ambrosetti, R. Capeness, J. Kriewaldt, D. Rorrison, & R. Angelina (Eds.), Successful Innovations in Professional Experience in Teacher Education (p. 25). Springer.

Marshall, C., & Rossman, G. B. (2016). Designing Qualitative Research (6th Edition). SAGE Publications, Inc.

Muhammed, S., & Zaim, H. (2020). Peer knowledge sharing and organizational performance: The role of leadership support and knowledge management success. Journal of Knowledge Management, 24(10), 2455–2489.

Petrie, J. L. (2020). Transforming the Future of Music and Dance Education: Data-Driven Action Priorities for Ghanaian Senior High Schools. Journal of Dance Education, 1–12. https://doi.org/10.1080/15290824.2020.1728762

Rimmer, R. (2017). Negotiating the rules of engagement: Exploring perceptions of dance technique learning through Bourdieu’s concept of ‘doxa.’ Research in Dance Education, 18(3), 221–236.

Risner, D. (2017). New Reflective Practice Research in Dance Education. Journal of Dance Education, 17(3), 89–90. https://doi.org/10.1080/15290824.2017.1355183

Risner, D. (2019). Activities for Humanizing Dance Pedagogy: Immersive Learning in Practice. Journal of Dance Education, 1–7. https://doi.org/10.1080/15290824.2019.1678753

Risner, D., & Schupp, K. (Eds.). (2020). Ethical dilemmas in dance education: Case studies on humanizing dance pedagogy. McFarland & Company, Inc., Publishers.

Rust, F. (2020). Expansive Learning Within a Teachers Community of Ongoing Learners (TCOOL). Frontiers in Education, 5, 67. https://doi.org/10.3389/feduc.2020.00067

Seebuma, A., & Martin, R. (2018). The difference in Dancing: Two Dance Educators Reflect on Difference in the Dance Studio. Teaching Artist Journal, 16(1–2), 19–29.

You, Y. (2020). Online technologies in dance education (China and worldwide experience). Research in Dance Education, 18. https://doi.org/10.1080/14647893.2020.1832979

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.