Abstract:
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.