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Flow Experiences in High School Dance Students: A Closer Look into the Role of Flow in Dance Education in South Korea

김민성|김규은
한국예술교육학회 (Korean Association Of Arts Education(Kaae))|2020.09|예술교육연구 (Korean Journal of Arts Education)|제18권 제3호|pp. 59-80

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키워드

현상학적 연구공연몰입phenomenologyperformance예술고등학교flow experience무용 수업high school dance studentsballet class무용전공 학생

초록

The purpose of this study was to explore how high school dance students experience flow. A qualitative phenomenological approach was used. A thematic analysis was conducted on semi-structured interview data from seven ballet students of performing arts high school. The findings showed that dance performance fostered flow experiences to the highest extent, as students felt most confident and satisfied after mastering dance pieces through long-term rehearsals. Receiving positive responses from the audience and dancing with peers in groups elevated their motivation and enjoyment while dancing on stage. In comparison, students were less focused in ballet classes due to the exhaustion resulted from excessive practices for competitions and performances. The results emphasize the importance of encouraging frequent flow experiences in daily practice to enhance students’ well-being. In this study, flow is regarded not solely as an important factor for a better performance, but equally as future motivation for a long-term commitment in dance. This is particularly salient as flow experiences are beneficial to both students’ psychological states and long-term career goals.

Abstract

The purpose of this study was to explore how high school dance students experience flow. A qualitative phenomenological approach was used. A thematic analysis was conducted on semi-structured interview data from seven ballet students of performing arts high school. The findings showed that dance performance fostered flow experiences to the highest extent, as students felt most confident and satisfied after mastering dance pieces through long-term rehearsals. Receiving positive responses from the audience and dancing with peers in groups elevated their motivation and enjoyment while dancing on stage. In comparison, students were less focused in ballet classes due to the exhaustion resulted from excessive practices for competitions and performances. The results emphasize the importance of encouraging frequent flow experiences in daily practice to enhance students’ well-being. In this study, flow is regarded not solely as an important factor for a better performance, but equally as future motivation for a long-term commitment in dance. This is particularly salient as flow experiences are beneficial to both students’ psychological states and long-term career goals.

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