Bolles, Gina, 1981-2008-10-152008-10-152008-06https://hdl.handle.net/1794/7478xi, 65 p. A print copy of this title is available through the UO Libraries. Search the library catalog for the location and call number.This study explores the intersection of the individual's imagery ability, imagery use in dance training and performance, and learning style. Thirty-four intermediate-level ballet and modem dance students at the University of Oregon completed the Movement Imagery Questionnaire-Revised (MIQ-R) and Kolb's Learning Style Inventory-3 (LSI-3). The four highest imagers and the four lowest imagers participated in interviews. Thirty of 34 subjects averaged MIQ-R scores indicating relative ease when imaging. On the LSI-3, 27 subjects reported a preference for "feeling" over ''thinking'' when gathering information for learning. Data revealed differences between perceived imagery ability and ability as determined by the MIQ-R for both high and low imagers. High imagers also recalled early exposure to imagery in dance while the low imagers did not. The research suggests that imagery may be a good pedagogic tactic for reaching "feeling" dance learners. This thesis includes my co-authored materials.855778 bytes46596 bytesapplication/pdfapplication/pdfen-USThesis