"Learning About Ourselves:" Problematizing Contemporary Dancers' Training Practices Through Pilates

• Author / Creator

  Frantsi, Janita

• Injuries are a serious risk to contemporary dancers. Consequently, previous research has suggested supplementary training practices, such as conditioning and somatics, as a way to prevent injuries and improve dancers’ body awareness (e.g., Allen, 2009; Franklin, 2004; Fortin & Girard, 2005). While some of the previous studies focus on physical and psychological factors, my study aligns with research that explores how dancers’ struggles can derive from the sociocultural constructions of dance, dancers, and the dancing body (e.g., Fortin et al., 2009; Foster, 1997; Green, 1999; Green, 2002-2003). Using a Foucauldian perspective, I explored how traditional dance training practices can discipline dancers into docile bodies. I, then, designed and instructed a Pilates workshop to five contemporary dancers in an attempt to problematize some of the typical practices and employ less disciplinary training. This workshop focused specifically on the use of space, time, and movement. The practices were designed to contribute to dancers’ body awareness and encourage decision-making and critical consideration of dance training.

  To analyze my participants’ and my own experiences in this workshop, I gathered my instructing experiences and observations in a reflective journal and recorded the group discussions during the sessions. Based on a detailed theory-based analysis, I identified three main themes: 1) workshop setting (the use of space and time in the workshop), 2) movement exploration, and 3) instructor’s control. Under the first theme, the participants reflected mainly on the size of the workshop spaces, their spacing during the sessions, and the presence of mirrors. They also acknowledged the “unhurried” pace of the workshop including fewer exercises, the use of breath, and time for discussions. The participants indicated that the use of space and time contributed to their focus on their bodies and decreased comparison and pressure to move and look a certain way in the sessions. The second theme focused on reflections on the exercise modifications and the participants’ opportunity to perform movements of their choice, and the final theme explored the participants’ responses to my verbal instruction, demonstration, and feedback and to the opportunity to determine how the sessions proceeded. The participants noticed that both the structured and free sections contributed to their body awareness. They liked the balance between detailed instruction and the chance to explore any movement in their own time in the sessions. I also enjoyed offering my participants creative opportunities to make decisions about their exercising.

  Altogether, the participants perceived several aspects of this workshop beneficial, as they learned new perspectives on their bodies and training. Therefore, I argue that problematizing unquestioned dance training practices and considering their effects on individuals is meaningful and important for less disciplinary training. At the same time, my workshop showed that some instruction is needed for learning the safe execution of exercises especially when participants have limited prior Pilates experience. With these findings, this study contributes to the small amount of sociocultural research in dance and fitness that offers alternative practices in order to contribute to dancers’ well-being.

• Subjects / Keywords

  • Pilates
  • training practices
  • Foucault
  • dance

• Graduation date

  Fall 2019

• Type of Item

  Thesis

• Degree

  Master of Arts

• DOI

  https://doi.org/10.7939/r3-15f3-gw76

• License

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