An investigation of factors affecting learning in tap dancing and the implications for dance pedagogy for music theatre students at the tertiary level

This paper is a reflection on the factors affecting the way some students learn in the area of tap dance at a tertiary level. Through interviews, students are asked to reflect on their learning styles and this is compared to the pedagogical approach presented in class as ascertained through observation. The paper considers the theoretical underpinnings of the learning styles of the students and considers the implications for dance pedagogy at the tertiary level with particular reference to the work of Armstrong (2000), Walton (1999) and Pearson (1998). Further discussion on learning styles and motivation in dance and the implications for pedagogy is compared with the work of Hamilton (1998), Poon and Rodgers (2000) and Lazaroff (2001 ).