Abstract
Adolescence is a critical period that is heightened for dancers, whether participating recreationally or vocationally. Changes are situated within a highly complex setting and are influenced by many factors, including the dance training environment, personal feelings about changes, and perceptions of changes by significant others. The way in which sub-cultures (such as ballet) construct adolescence is likely to impact upon experiences of, and engagement in, dance, as well as development. The dance context, however, has received little attention in relation to development and maturation from a psychosocial perspective. While the facets of talent that predict engagement or dropout of young dancers have been discussed, little research within dance has viewed the adolescent from a truly developmental perspective. This chapter will explore how contemporary cultural constructions of adolescence apply to the dance context, outline the developmental ‘tasks' of adolescence, and discuss how young dancers navigate these tasks, drawing on psychosocial perspectives.
TopBackground
Adolescence is a critical period that permeates through all social environments that a young person is involved in and explores; development is relative and reactive to family life, schooling, communities, and increasing relevance, social media, and the internet (Dahl, 2004). The extent to which each environment supports and nurtures the individual impacts on the adolescent experience. Whether participating in dance recreationally or vocationally, changes are situated within a complex, multivariate setting. These changes are influenced by the dance training environment, personal feelings about pubertal changes and perceptions of these changes by significant others, including teachers, parents and peers.
Key Terms in this Chapter
Cognitive: Connected with thinking or conscious mental processes; relating to or involving the processes of thinking and reasoning - How an individual perceives and rationalises things.
Maturation: The process of becoming mature. More specifically describes the development of three main biological systems: Sexual maturity, skeletal maturity, somatic maturity. Defined in terms of stage, tempo and timing (i.e., early, on-time, late)
Adolescence: The period of physical, cognitive and social maturation between childhood and adulthood. Encompasses development from age 10-11 years through to the early twenties.
Puberty: The process of physical changes resulting in adult proportions and functions.
Development: The study of change across the lifespan.
Socio-Psychological: The psychological development of the individual in relation to his or her social environment.