Utilisation et valeur de la représentation devant public en danse au troisième cycle du primaire
In 2001, following the curriculum reform, a second generation of dance programs was implemented (Gouvernement du Québec, 2001, 2003, 2007). While performing in front of an audience is prescribed in the programs for secondary education (Gouvernement du Québec, 2003, 2007), it is almost absent from the program for primary education (Gouvernement du Québec, 2001). Furthermore, there is little empirical research in the field of in-school dance teaching in Quebec, and none tackle the use of performance is this context. However, many teachers use it intuitively to promote students’ learning. Thus, enlightened by theoretical marks from models of didactic transposition theory, the creative process, the relevance systems theory and the identity construction in dance teachers in the school environment, we aim at understanding how performance is implemented, in dance, in Quebec’s schools, for kids from 5th to 6th grade.    To do so, we used observation, audio recording and interviews to collected data from two in-school dance teachers and fifty-four of their students from 5th to 6th grade, while they were creating dances which would be performed in front of an audience. We were then able to extract thirteen themes representing the teachers’ and students’ experience of creating dances to be performed in front of an audience, and we developed a draft of a model of the process of preparing a performance.
In-school dance teaching Observation of teaching practices Dance in school Dance teaching Creating dances Audience Performance Show