Presenter Information

Avery Lux, University of Wyoming

Department

Theatre and Dance

First Advisor

Margaret Wilson

Description

In dance classes, mirrors are used to help students see if they are using proper alignment and technique. Mirrors are used in the classroom, but are not used in performances. Performances usually take place on a stage, with stage lighting. The purpose of this study is to see if there is a notable impact on the technical accuracy and confidence of the dancer when learning dance with the mirror versus learning dance without the mirror. For this study, participants learned sequences with and without the mirror, and executed the sequences in a simulated performance setting. A faculty panel assessed the performance of the dancers using a survey. Following their performance, the dancers evaluated themselves using an initial survey, generally rating their performance in each testing condition (with the mirror, and without the mirror). After completing both testing conditions, participants filled out a final survey rating their performance in both rounds, and comparing the two. This study will add to the research being done in the dance science community. It aims to assess whether the mirror plays a significant role in aiding or hindering the dancer’s accuracy and confidence in a performance setting. Final data is still being reviewed, and will be presented at undergraduate research day.

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The Effect of Two Learning Conditions on a Dancer’s Technical Accuracy and Confidence in a Simulated Performance Setting

In dance classes, mirrors are used to help students see if they are using proper alignment and technique. Mirrors are used in the classroom, but are not used in performances. Performances usually take place on a stage, with stage lighting. The purpose of this study is to see if there is a notable impact on the technical accuracy and confidence of the dancer when learning dance with the mirror versus learning dance without the mirror. For this study, participants learned sequences with and without the mirror, and executed the sequences in a simulated performance setting. A faculty panel assessed the performance of the dancers using a survey. Following their performance, the dancers evaluated themselves using an initial survey, generally rating their performance in each testing condition (with the mirror, and without the mirror). After completing both testing conditions, participants filled out a final survey rating their performance in both rounds, and comparing the two. This study will add to the research being done in the dance science community. It aims to assess whether the mirror plays a significant role in aiding or hindering the dancer’s accuracy and confidence in a performance setting. Final data is still being reviewed, and will be presented at undergraduate research day.