Abstract:
This paper will discuss how qualitiative research in the phenomenological genre was considered to be most suitable for researching aesthetic experience. The focus of the research centred on a search for an understanding of what happened, what was learned, and what value and meaning took shape for the participants in the context of dance in education.
'Stepping out of the comfort zone' provides the focus for discussion in this paper, as this action occurred many times throughout the research study.
For the majority of the participants in the research, moving out of their 'comfort zone' was a major challenge as this was their first journey into dance as an educational experience.
Throughout the whole research process my role was envisaged to be that of an active participant observer. This evolved into multiple roles. I devised the course, delivered the lectures, was actively involved in some decision -making, recorded the work in progress and set up and analysed the collection of information. Challenges emerged in entering my 'comfort zone' and criticising my own teaching styles, my own beliefs and teaching philosophy. However, I then found it very difficult to 'step out' and write the research findings, of such meaningful personal experience, at an academic distance.
My supervisor was further challenged to find a mode of writing of aesthetic experience that fitted the academic system, without losing my confidence and the results of my research.
This paper will reflect on these challenges. I will conclude by discussing future directions I will consider for further research in this field of aesthetic experience.
'Stepping out of the comfort zone' provides the focus for discussion in this paper, as this action occurred many times throughout the research study.
For the majority of the participants in the research, moving out of their 'comfort zone' was a major challenge as this was their first journey into dance as an educational experience.
Throughout the whole research process my role was envisaged to be that of an active participant observer. This evolved into multiple roles. I devised the course, delivered the lectures, was actively involved in some decision -making, recorded the work in progress and set up and analysed the collection of information. Challenges emerged in entering my 'comfort zone' and criticising my own teaching styles, my own beliefs and teaching philosophy. However, I then found it very difficult to 'step out' and write the research findings, of such meaningful personal experience, at an academic distance.
My supervisor was further challenged to find a mode of writing of aesthetic experience that fitted the academic system, without losing my confidence and the results of my research.
This paper will reflect on these challenges. I will conclude by discussing future directions I will consider for further research in this field of aesthetic experience.