무용지도자와 무용전공 대학생 라포형성의 구조
Structure of rapport between dance instructors and dance major college students
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This study confirmed the structure of dance instructors and university students majoring in dance through open questionnaires and in-depth interviews. The rap- port formation process between the dance instructors and the university students majoring in dance involved 284 raw data, and there were 23 detailed factors and 9 key themes. These were structured into 3 stages of higher categories includ- ing the rapport background, rapport formation, and rapport results. Specifically, the key themes of the rapport background were ‘atmosphere arrangement’ and ‘relational elements.’ The detailed factors of the ‘atmosphere arrangement’ were conversations and a comfortable atmosphere, and the detailed factors of the ‘re- lational elements’ were external communication, advice, condition, and mental healthcare. The key themes of rapport formation were ‘formation of shared dance goals,’, ‘formation of common points in dance’, and ‘formation of common feel- ings’. The detailed factors of the ‘formation of shared dance goals’ were identi- cal dance direction and dance goals, and the detailed factors of the ‘formation of common points in dance’ were dance communication, dance sharing, and dance empathy. Lastly, the detailed factors of the ‘formation of common feelings’ were comfort, looking into the heart, and empathizing by heart. The key themes of the rapport results were ‘dance autonomy,’ ‘dance similarities,’ ‘positive improve- ment,’ and ‘positive results.’ The detailed factors of ‘dance autonomy’ were self- directed learning through communion, positive changes in move- ment acquisition through communion, and quick understanding of movement acquisition through communion, and the detailed factors of ‘dance similarities’ were curiosity about the instructor, role model, and dance descriptions. The detailed factors of ‘posi- tive improvement’ were skill enhancement and a positive process, and the detailed factors of ‘positive results’ were positive outcomes and positive growth. With this conclusion, rapport formation will play an important role in the development of dance education and present a systematic and positive impact.
Abstract
This study confirmed the structure of dance instructors and university students majoring in dance through open questionnaires and in-depth interviews. The rap- port formation process between the dance instructors and the university students majoring in dance involved 284 raw data, and there were 23 detailed factors and 9 key themes. These were structured into 3 stages of higher categories includ- ing the rapport background, rapport formation, and rapport results. Specifically, the key themes of the rapport background were ‘atmosphere arrangement’ and ‘relational elements.’ The detailed factors of the ‘atmosphere arrangement’ were conversations and a comfortable atmosphere, and the detailed factors of the ‘re- lational elements’ were external communication, advice, condition, and mental healthcare. The key themes of rapport formation were ‘formation of shared dance goals,’, ‘formation of common points in dance’, and ‘formation of common feel- ings’. The detailed factors of the ‘formation of shared dance goals’ were identi- cal dance direction and dance goals, and the detailed factors of the ‘formation of common points in dance’ were dance communication, dance sharing, and dance empathy. Lastly, the detailed factors of the ‘formation of common feelings’ were comfort, looking into the heart, and empathizing by heart. The key themes of the rapport results were ‘dance autonomy,’ ‘dance similarities,’ ‘positive improve- ment,’ and ‘positive results.’ The detailed factors of ‘dance autonomy’ were self- directed learning through communion, positive changes in move- ment acquisition through communion, and quick understanding of movement acquisition through communion, and the detailed factors of ‘dance similarities’ were curiosity about the instructor, role model, and dance descriptions. The detailed factors of ‘posi- tive improvement’ were skill enhancement and a positive process, and the detailed factors of ‘positive results’ were positive outcomes and positive growth. With this conclusion, rapport formation will play an important role in the development of dance education and present a systematic and positive impact.
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