Abstract

The purpose of this study, completed by a university professor and high school dance teacher, is to explore a more holistic approach to understanding the nature of learning in dance education. In order to accomplish this, we apply the Skilled Intentionality Framework, an ecological-enactive approach to cognition developed by Rietveld, Denys, and Van Westen, to the analysis and description of classroom practices of a specific population of high school dancers in the South-Eastern United States. In the results, we provide examples of four archetypal students, each arising from research data but representing a synthesis of multiple research participants. Providing specific classroom experiences, we discuss the ways in which students become open and responsive to learning opportunities in the classroom to attain grip or mastery of dance concepts. We then offer examples regarding pedagogical tactics that led to student success in this specific site that might be further developed and researched to support broader student learning.