Investigating the value of urban dance ciphering in support of 21st century cyclic learning: enhancing ownership and leadership of the learner

This thesis aimed to develop a new educational concept in support of the 21st century learner in dance. Building on the pedagogical concepts of Kolb (the experiential learning cycle), Dewey (reflective inquiry) and Wenger (community of practice) it argues for implementing a cyclic learning model into the 21st century pedagogical repertoire, that is the M.O.V.E.(s) model. This model, based on the non-hierarchical artistic practice of Urban dance ciphering and its participatory character, serves to support a radical paradigm shift in dance education, to increasingly angle nowadays curricula towards societal development. The M.O.V.E.(s) model, was constructed from research on the phases of the ciphering approach, Make, Offer, Validate and Expand, and offers a toolkit that facilitates students (and their teachers), to gradually take leadership and ownership of their own learning practice.

When striving for increased ownership and leadership of the learner, it is crucial to be aware of how cultural and symbolic forms of capital ‘define and control’ the world of(dance) education. Pickard’s understanding of the Ballet body and its identity, using Bourdieu key concepts ofhabitus, field and forms of capital, support moving away from the unconscious acceptance of social differences and hierarchies towards a more inclusive educational environment. This challenges the pedagogical relationship between the teacher and the student, moving away from the master-pupil model, as with the introduction of the participation and network society pyramidal thinking and leadership will need to make a place for circular thinking and participation. The 360-degree feedback loop of the cipher is relevant for the development and strengthening of cyclic learning for both the students and the teachers to become adaptable reflective learners and practitioners.