First Advisor

O'Connell-Black, Christy

Degree Name

Master of Arts

Document Type

Thesis

Date Created

12-2017

Department

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

Embargo Date

6-1-2017

Abstract

This exploratory case study was designed to analyze the impact choice making has on the intrinsic motivation of middle school dance students including self determination theory’s basic needs of competence, relatedness, and autonomy. Data were collected using multiple sources including observation rubrics and semi-structured pre- and post- group interviews. Two groups of students ages 11-14 created dances for performance. One group participated in a collaborative approach to the creative process and had the opportunity to make choices. The other group participated in a teacher-led creative process and did not have the opportunity to make choices. A thematic content analysis of pre- and post- study interviews revealed three distinct themes that were unique to choice-group students: individuality, community, and new ways of thinking. This differed from non-choice group students who revealed themes of feeling important and improved ability. Graphs derived from ratings scales on observational rubrics revealed that students who had the opportunity to make choices had higher ratings of autonomy and relatedness over the duration of the study. The findings from this study suggest that implementing student choice in the classroom may have a positive effect on intrinsic motivation and the basic needs of competence, relatedness, and autonomy.

Keywords

Dance education, Student choice, Motivation, Middle school students

Extent

69 pages

Local Identifiers

GonsalvesThesis2017

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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