First Advisor

Ray Schwartz

First Committee Member

Anne Toewe

Degree Name

Master of Arts

Document Type

Thesis

Date Created

12-2025

Department

College of Performing and Visual Arts, Theatre Arts and Dance, Theatre Arts and Dance Student Work

Abstract

The goal of this study was to examine the current state of dance education in independent K-12 schools in the Midwest region of the United States. The researcher developed four essential questions to guide the study:

Q1 Which schools had dance programming, and which schools did not have dance programming?

Q2 For the schools that had dance programming, what did the dance programs look like?

Q3 What factors influenced a school’s decision to include dance programming?

Q4 What factors influenced a school's decision to exclude dance programming?

A regional study was conducted to understand the trends associated with current dance programming in independent K-12 schools in the Midwest. Additionally, a case study was conducted simultaneously at one of these independent schools to gain a deeper understanding of the perspectives of the entire school community. Sixty-seven school personnel from forty schools responded to an online survey as part of the regional study, while 155 participants, including thirty-nine school personnel, twenty-three parents, and ninety-three students, participated in surveys and interviews as part of the case study.

The results of the study revealed that dance programming was not present in the majority of the surveyed schools. Quantitative and qualitative analysis of the data revealed inconsistencies in the dance programs across the region, as well as inconsistencies in the perceptions of the programming. The data also suggested there was philosophical support for the inclusion of dance education in independent K-12 schools and a willingness and desire to advocate for dance. However, practical barriers, such as a lack of time in the schedule, stood in the way.

Although there was greater participation than expected across both studies, some limitations existed. Not all survey questions required a response to move forward, so some were skipped, resulting in less conclusive data. The questions themselves could also have limited the scope of the findings, as some areas of inquiry could have been overlooked. Additionally, the participants may have had preexisting inclinations to support dance or been unintentionally influenced by the researcher’s past relationship with the case study school.

The findings of the study indicated that members of independent school communities were open to incorporating dance into their curricular and extracurricular offerings. However, they were restricted by their limited awareness of the current state of dance in education and their limited access to dance research. Dance educators and scholars need to find a way to bring entire school communities to the table to discuss the benefits of dance education and give communities tools to advocate for dance. Furthermore, establishing more concrete dance curriculum standards could facilitate the integration of dance in schools.

Hearing multiple perspectives provided a more well-rounded understanding of the reasons for the current state of dance education and provided insights to better advocate for the inclusion of dance in independent schools in the future. This study aimed to accumulate new knowledge on dance in independent K-12 schools and contribute to the field of dance education research.

Abstract Format

html

Disciplines

Art Education | Education

Keywords

dance; dance education; independent schools; programming; advocacy; barriers; 21st Century Skills; arts standards; progressive

Language

English

Places

USA; Midwest

Extent

145 pages

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

Download

Included in

Art Education Commons

Share

COinS