This article promotes the use of a task-involving climate in the dance class.
It cites as evidence four credible research studies comparing ego-involving and task-involving climates.
The evidence was overwhelmingly in favour of a task-involving climate. I did find this surprising, I could see task-involving being beneficial in an everyday general dance class, but I felt that the more serious the student, the more an ego-involving climate might work for them. These students strive for perfection, comparing and competing with peers for coveted scholarship places, basically preparing them for life as a professional dancer.
The article gave the reader a general view of the subject with the use of a table outlining the differences in task and ego involving climates:
Task–involving climates focus on the students self-improvement, learning, co-operation and individual effort.
Ego-involving climate focuses on objective success and competition, accompanied by punishment for mistakes, rivalry, social comparison and favoritism.
Research proved that where students felt they were in an ego-involving climate they were more likely to worry about their performance, had a harder time concentrating on their dancing, dwelt on their mistakes, felt less competent in the dance setting and were less creative than when taught in a task-involving climate.
It therefore, challenged teachers to promote task-involving climates in the dance classes by giving:
· Equal attention, support and recognition to all dancers, not just the star students;
· Setting students individual milestones;
· Developing a passion in the student for the entire learning process not just the end result;
· Encouraging self-improvement in the student rather than simply being the best;
· Rewarding effort, not success.
The rewards are the development of a calm dance class where students feel in control, and dancers who are more autonomous, healthy and creative.