Dance for children with dual sensory impairments

Phd thesis, La Trobe University
Date submitted: 1992
Author / Researcher:  Karen Bond

Abstract:
This thesis reports on an observational study which evaluates the influence of group dance on social and task engagement. Dance is examined as a therapeutic mode of learning for six nonverbal children with dual sensory impairments. The research strategy combined elements of traditional empirical design with participant observation and progressive theorizing. Within this design, an intensive dance program was compared with another innovative treatment based on play. Repeated video recordings were taken of children and then time-sampled by independent observers to assess the relative influence of Dance and Play on selected criteria of behavioural engagement. To enhance the validity of the observations, relevant instrumentation was designed. Numerical analysis constitutes one aspect of this inquiry which draws also on audio-taped field observations, anecdotal records, school reports, and interviews. Qualitative procedures were adopted to illuminate patterns of engagement uncovered through quantitative measurement.

Results of the research show clearly that dance was an effective mode of expression, communication and learning for the six children within their residential educational setting. A key finding is that personal style was an important mediator of child engagement in dance. This finding provided a framework for three case profiles that highlight differences and similarities in personal style. In addition, qualitative analysis of field records suggested that personal style was a reflection of aesthetic perception. In conclusion, a high level of social and task engagement in dance appeared to be associated with an accommodation of personal style. Simultaneous consideration of group and individual findings in relation to dance content and methods illuminated a group process, referred to as ‘aesthetic community’. A feature of aesthetic community was the emergence of a collective style of movement that encompassed child and adult participants. Finally, a synthesis of research data, theory and the researcher’s own interpretations culminates in Right Dance, a prototype of group dance for nonverbal children with dual sensory impairments.

Thesis details and abstract available at: http://www.dancingbetweendiversity.com/view.php?id=227