End discussion: the psychology of change by Elsa Urmston
Introduction Elsa Urmston
Getting somewhere or reaching a goal takes time. Enabling dialogue and giving over control to the dancers themselves is sometimes a paradox within the external demands of our educational system. Allowing time allows searching and acknowledges variability between individuals.
Conveying that we are in a process and that we are in it together is very important.
“If you look forward: what, if anything, do you feel we should change? Do we want to change? What should we change?”
If we want to criticize, I feel we have an obligation to be willing to constructively help further a solution.
“The dancer is becoming a person and an artist with much more care for their body more and more.
The psychological aspect of this personal side can be given more attention and needs to be developed further in education.”
“The is a lot more assertiveness with dancers.”
“We see a greater diversity in the traditional physical aspects of a dancer.”
“Implementing the psychology of flow requires being open to the knowledge that students have of themselves, much more than stating what is right or wrong or what needs te be learned.”
“We see a strong need to encourage the articulating of personal and professional goals as well a flexibility in choosing and adapting the path that might be taken.”
“Contribution and collaboration can be very valuable for learning as well as creating an environment that stimulates and enables or fosters a willingness to change.”
“Reflecting on the process and even hardships of learning, requires active attention of us as educators.”