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 purpose of this study was to generate data that would measure the impact of the application of the Visual, Auditory/Aural, Reading/Writing, and Kinesthetic (VARK) Model learning styles on student comprehension and execution of movement in ballet class. The researcher sought to answer these questions:

Q1 Does teaching students’ using their preferred learning style help them understand the movement thoroughly?

Q2 Does teaching students’ using their preferred learning style help them execute the movement more precisely?

There was a total of twelve participants ages nine to twelve years old and two observers, whom were colleagues of the researcher. A set of five exercises were taught to participants by the researcher. These were videotaped prior to the implementation of three concepts (Clarity of Line, Port de Bras, and Use of Plié) as well as after the implementations concluded. The researcher created a handout for each concept that outlined all of the learning styles encompassed in this model. Participants completed both a Pre- and Post-Implementation Test. Observers, after receiving and viewing the videotaped exercises, completed Pre- and Post-Implementation Evaluations for each participant.

The findings revealed an interesting contrast between students’ self-perceptions and the observers’ assessments. Quantitative data from the student participants showed minimal increase

in their perceived understanding and execution of the movement. However, qualitative reflections suggested deeper cognitive engagement than the numerical results indicated. In contrast, the observers reported a noticeable improvement in the students’ execution of the movement from Pre-Implementation to Post-Implementation. Notably, participants and observers did not receive the same information throughout the study. This inhibited observers from the ability to directly assess the students’ comprehension, though they inferred cognitive development regarding the concepts based on the refinement of physical execution of the videotaped materials.

This study generated valuable data that could encourage further research; however, the study did have limitations including the small number of participants, minimal age range, restriction on time to execute study, only being implemented in a ballet class, and unequal distribution of contextual information between participants and observers. Though this study faced certain methodological limitations, the findings highlighted the multifaceted nature of learning within dance education, where progress cannot always be fully captured through quantitative measures alone. The contrast between participants’ self-perceptions and the observers’ evaluations illustrated the complexity of assessing embodied learning; an experience that was intellectual, physical, and reflective, that encouraged future research on this topic in dance education.

Abstract Format

html

Disciplines

Art Education

Keywords

dance; dance education; VARK; visual; auditory/aural; reading/writing; kinesthetic; ballet; movement; learning; learners; teaching; observers; participants; impact

Language

English

Extent

99 pages

Rights Statement

Copyright is held by the author

Digital Origin

Born digital

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