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2017 WCGTC Biennial World Conference

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2.6.1 Mindsets and the development of talented dance students

Of the many students who attend dance classes, there are a few who show high levels of ability that could be developed so that a talented child becomes a highly accomplished adult dancer. The way students view their abilities influences their motivation to dance and their development as dancers. Mindsets make an important contribution to motivation and achievement. This paper outlines the way fixed and growth mindsets can inhibit or enhance a talented dance student’s development. There is a description of the Talent Development Mega-Model that incorporates mindsets. Growth mindset is discussed with reference to the ballerina Darcey Bussell.

Author(s):

Penny Van Deur
penny.vandeur@flinders.edu.au
Flinders University
Australia

Dr Penny Van Deur, Lecturer in Teacher Education in the School of Education at Flinders University holds a PhD and MA in educational psychology, as well as a Master of Gifted Education. Currently her research and teaching involve issues surrounding self-directed learning, the development of inquiry in schools, school-wide support for inquiry, the International Baccalaureate and inquiry, gifted education and the education of students with learning difficulties and working with Middle School students. Her publications include chapters in four books, six research journal articles, one research report, commissioned research by the IBO, as well as more than twenty conference presentations.

 

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