Introduction
This research intends to explore how a ballet education influences the life experiences, personal development, self-expression, and career guidance of professional ballet dancers. Through our study, we aim to uncover the emotional influence of the demanding ballet training process on dancers in terms of their unique narratives. This research will provide insights into the complex nature of ballet education in the context of future dancers’ general development.
Research Approach and the Research Question
A qualitative, phenomenological approach is considered the ideal procedure to discover hairdressers’ live experiences and views on how ballet, as an education, impacts personal and professional development. This approach involves looking into the issue through the eyes of those involved in an in-depth way through the participants’ narratives. The guiding research question is: “How does ballet education determine a professional ballet dancer’s personal growth, artistic expression, and career prospects?” This question can be examined using phenomenological design, which affords the most profound understanding of the dancer’s unique experiences and their meaning as attributed to their ballet education.
A Description of the Features of the Research Participants and Sampling Method
The study will get ballet dancers who are professionals trained for at least five years of ballet majoring. The workshop participants may be drawn from various ballet companies and dance studios in different areas to gather a wealth of experiences not limited to their backgrounds. Purposeful sampling, the process of pinpointing some individuals intentionally who are connected with the phenomenon under investigation, will be used (Campbell et al., 2020). On the other hand, snowball sampling will also be used, whereby the initial participants will be introduced to other possible participants who meet the criteria to enhance the sample’s uniqueness further.
Data collection
In-depth, semistructured interviews will serve as the primary data collection method, enabling participants to share their narratives and perceptions about the influence of ballet education. As stated by DeJonckheere & Vaughn (2019), Interview questions will explore topics such as personal growth, artistic expression, and career development. Observational data from ballet classes and performances will complement and triangulate the interview insights. To enhance credibility, member checking will verify findings with participants, and peer debriefing with fellow researchers will provide external scrutiny. Additionally, detailed interview protocols, observation guidelines, and maintaining an audit trail will further strengthen the rigour and trustworthiness of the data collection and analysis processes.
Timeframe and Connection
The anticipated time required to investigate this problem is around 60 days. As a former ballet dancer, I have intimate feelings about the topic and know how powerful dance education can be. Such an experience could be beneficial to dance students. The paths I’ve walked have pointed my attention to the study of the breadth and scope of how ballet history impinges upon the soul of a dancer, the value of a performance, and the reality of a career. Through the course of this work, my background can affect the research process and, at the same time, will help in discovering the plurality of ballet education’s impact on the dance community.
Conclusion
The conclusion of this phenomenological research is to shed light on the role of ballet training in the personal development of professional dancers, artistic expression, and professional future. The study explores dancers’ accounts, having their experiences and narratives recorded. With such records, the understanding of the diverse ways ballet training may change the lives of dancers will be more profound. Such information helps in ascertaining the topics for the training, may support the performers in their endeavours, and generates essential insights for all those engaged in dancing communities.
References
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive Sampling: Complex or Simple? Research Case Examples. Journal of Research in Nursing, 25(8), 652–661. NCBI. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7932468/
DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured Interviewing in Primary Care Research: a Balance of Relationship and Rigour. Family Medicine and Community Health, 7(2). https://doi.org/10.1136/fmch-2018-000057
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