Understanding contemporary dance technique teachers’ perspectives of memory and identifying the strategies used for enhancing memory in dancers / Lucy Attwell (2019)

Dancers exhibit great memory capabilities which is considered a key skill required by many choreographers. However, research into examining memory for dance and how this can be facilitated by teachers is limited. Assessing the genre of contemporary dance in particular is specifically thought-provoking, due to fewer set repertoires of movement and established vocabulary existing in this genre.

Therefore, this study aimed to investigate and understand dance teacher’s perceptions of memory when teaching and planning for a contemporary dance technique class and what strategies, if any, do they implement and perceive as useful for aiding students’ memory of dance movement. Using a qualitative design, this research used semi-structured interviews that were analysed thematically using an inductive approach. Four contemporary dance teachers participated in the study, all of whom teach on an undergraduate dance course in a university or conservatoire. Three themes were identified by the researcher: perceptions of memory, factors influencing teaching, and strategies used to improve memory. Participants discussed the importance memory plays, yet do not systematically include this in lesson planning. With a lack of knowledge about memory as a function, consideration of the range of strategies they use subconsciously in enabling memory in their students was reflected upon. Deliberation of what is perceived as useful in regard to varied learning styles was also expressed. The findings suggest more could be done in preparing for the implementation of strategies to enhance memory in dancers and seems a resourceful concept that should be considered when lesson planning.