Exploring Audience Perceptions of Elementary School Dance Curriculum: Utilizing Informance to Investigate Beliefs Regarding the Presentation of Student Learning in Dance

The goal of this thesis was to gain insight into the perceptions and expectations of audiences in relation to elementary school dance education curriculum and its representation through showcases or displays, particularly within the context of viewing an informance. The researcher developed three research questions to guide the study: Q1 What are audience perceptions of elementary school dance education pedagogy and curriculum? Q2 What methods do audiences expect to be implemented in an elementary school dance performance? Q3 Can utilizing informances affect audience perceptions of elementary school dance education, thus changing their expectations for dance performance methods? Thirty-eight audience members shared their understanding of dance education pedagogy/ curriculum and their expectations for an elementary school dance performance through a digital pre- and post-survey administered before and after viewing either a pre-k or fifth grade student informance. Limitations of this study included a relatively small sample size of audience participants who may have had prior knowledge of and experience with the dance pedagogy, curriculum, and informance model implemented by the researcher. The use of multiple-choice survey questions pre-selected by the researcher may have also resulted in some instances of response bias. Results of the study may not be generalizable to all school populations, particularly those outside of an elementary school setting. Results of the study supported the utilization of an informance as an alternative and/or supplemental performance method that can affect audience perceptions and understandings of elementary school dance education. Thematic data analysis of pre- and post-survey responses suggested that an informance may change and/or reinforce an audience’s current understanding of dance education pedagogy and curriculum, appreciation for dance education, and perception of students’ abilities, while simultaneously meeting audience expectations for a school performance. Survey results additionally indicated that audience expectations for school performances were largely outside the teacher/researcher’s control and may not change despite the new understandings, appreciations, and perceptions gained from experiencing an informance. The purpose of this study was to encourage and support dance educators in enhancing community understanding and engagement with their dance curriculum by introducing informances as a meaningful alternative to traditional performance models. The informances presented in this study changed and/or reinforced audiences’ understanding of dance education pedagogy, met or exceeded audience expectations for an elementary school dance performance, and created new understandings of elementary school dance curriculum, new appreciations for dance education, and new perceptions of students’ abilities. This study encouraged dance educators to consider informances when planning student showcases, presentations, and performances. Informances can be a valuable tool for dance educators seeking to educate parents and school communities on their dance programs or to advocate for increased funding and expanded opportunities for dance.