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University Microfilms International A Bell & Howell Information Company 3 0 0 North Z eeb Road, Ann Arbor, Ml 48106-1346 USA 313/761-4700- 800/521-0600 Order Number 0011115 The effect of dance/movement on the self-concept of developmentally handicapped fourth and fifth grade students Allen, Beverly Joyce, Ph.D. The Ohio State University, 1989 UMI 300 N. Zeeb Rd. Ann Aibor, MI 48106 THE EFFECT OF DANCE/MOVEMENT ON THE SELF-CONCEPT OF DEVELOPMENTALLY HANDICAPPED FOURTH AND FIFTH GRADE STUDENTS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Beverly Joyce Allen, B.S., M.F.A. * * * * * The Ohio State University 1989 Dissertation Committee: Approved by S. Kleinman N. MacGregor r Advisory School of Health/ Physical M. White-Dixon Education and Recreation DEDICATION To my daughter, Kalilah and to my parents whose love and support made this accomplishment possible. ACKNOWLEDGEMENTS I wish to express my appreciation to Dr. Seymour Kleinman, my advisor, for his thoughtful suggestions and valuable support throughout this research project and my studies at The Ohio State University. I would like to thank Dr. Melayne White-Dixon and Dr. Nancy MacGregor for serving on my dissertation committee and for their contributions to my professional growth. I am deeply indebted to and most appreciative of the students, teachers, and administrators who participated in and supported this study. Special thanks go to Kay Teagardner, Supervisor of the Developmental!y Handicapped Program for Columbus Public Schools, for her support and effort in securing the population for this study. VITA January 21, 1952 .......... Born - High Point, North Carolina 1975 ...................... B. S., North Carolina Agricultural and Technical State University, Greensboro, North Carolina 1975-1979.................. Dance Instructor, North Carolina Agricultural and Technical State University, Greensboro, North Carolina 1978 ........ .............M.F.A., University of North Carolina, Greensboro, North Carolina 1979-1986.................. Dance Teacher, Bancroft Perfroming Arts Magnet School, Los Angeles, California 1986-Present .............. Graduate Administrative Associate, Institute for the Advancement of the Arts in Education, The Ohio State University, Columbus, Ohio PUBLICATIONS Teacher Training and Discipline-Based Dance Education. Journal of Physical Education. Recreation and Dance. 1988, 59(9), 65-69. FIELDS OF STUDY Major Fields: Physical Education, Dr. Seymour Kleinman Dance Education, Dr. Malanye White-Dixon Minor Field: Arts Education, Dr. Nancy MacGregor iv Table of Contents PAGE DEDICATION........................................... ii ACKNOWLEDGEMENTS....................................1 ii VITA................................................. iv LIST OF TABLES..................................... vii LIST OF FIGURES.................................. viii CHAPTER I. INTRODUCTION ............................. 1 Statement of the Problem.............. 3 Significance of the Problem .......... 3 Hypothesis............ 4 Research Questions.................... 5 Basic Assumptions .................... 5 Delimitations and Limitations ........ 6 Definition of Terms .................. 7 Procedure ............................ 8 Analysis of Data......................... 11 II. REVIEW OF LITERATURE....................... 13 Dance/Movement Education.................14 Philosophy Underlying Dance/Movement Education......................... 14 Dance/Movement Education in the United States .................. 25 Dance/Movement as Therapy............ 27 Summary.................... 35 Self-Concept.............................37 Nature and Structure of Self-Concept 37 Dance/Movement Education and the Development of Self-Concept . 46 Summary...............................51 Developmentally Handicapped .......... 53 Nature of the Developmental!y Handicapped.......................53 The Developmentally Handicapped and Self-Concept.......................56 v Dance/Movement Education and the Developmentally Handicapped .. 61 Dance/Movement Education and the Development of Self-Concept in the Developmental1y Handicapped . 62 Summary...............................64 Summary.................................66 III. METHODS AND PROCEDURES............... 68 Instrumentation ..... ............ 68 Piers-Harris Children’s Self Concept S c a l e ............ .............68 The Attitude Rating Scale............ 74 The Movement Coding Sheet............ 75 Setting.................................76 Sample...................................76 Treatment...............................80 Analysis of Data........................ 88 Quantitative Data.................... 88 Qualitative D a t a .................... 89 Summary .................... ..... 93 IV. ANALYSIS AND INTERPRETATION OF DATA. 95 Statement of the Problem................ 95 Presentation of Findings................ 96 Quantitative Data. ................ 96 Qualitative D a t a ....................117 Correlation of the Quantitative Data and the Qualitative Data. .... 142 Summary....................... 150 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 153 Summary of the S t u d y ............. 153 Conclusions....................... 157 Recommendations. .................... 162 APPENDICES................................... 164 A. Letters of Permission.......... 165 B. Dance/Movement Unit P l a n ........168 C. Attitude Rating Scale, Movement Profile Coding Sheet, Movement Profile Scale . 193 LIST OF............. REFERENCES............... 197 vi LIST OF TABLES TABLE PAGE 1. Chronological Age Range and Distribution of Subjects 77 2. Ethnic Origin of Subjects 78 3. Intelligence Quotient Distribution of Subjects 79 4. Gender Distribution of Subjects 79 5. Mean scores, t-test scores, p value, and standard deviation of scores for experimental group and control group pretest and post-test 99 6. Mean scores, t-test score, and standard deviation scores on pretest and post-test for experimental group .................. 100 7. Mean scores, t-test scores, and standard deviation scores on pretest and post-test for selected subjects.................... 102 8. Percentage of scores in each self-concept (S-C) range on post-test for experimental group, control group, and selected subjects 105 9. Percentage of scores having significant changes from the pretest to the post-test for experimental group, control group, and selected subjects ........................ 107 10. Mean scores, t-test scores, p value and standard deviation scores on pretest and post-test by gender ...................109 11. Percentage of scores in each self-concept (S-C) range on pretest and post-test for males and females, males and females in the experimental group, and males and females in the control group.........................114 12. Attitude Rating Scale scores for day one and day ten for selected subjects........ 138 13. Movement Profile Scale scores for first and last day of observation for selected subjects.......... 140 14. Pearson Correlation Coefficients for the Piers-Harris Scale, the Attitude Rating Scale, and the Movement Profile Scale for selected subjects........................ 144 vi i i LIST OF FIGURES FIGURES PAGE 1. Normal curve indicating standard deviations, percentile rank, percentage of cases within each interval, Stanford-Binet scores, and relative position of the developmental!y handicapped ( D H ) ...................... 55 2. Dance/Movement Education Experimental D e s i g n ................................ 82 3. Attitude Rating Scale Scores for Selected Subject # 1 ............................ 120 4. Movement Profile Scale Scores for Selected Subject # 1 ............................ 122 5. Attitude Rating Scale Scores for Selected Subject # 2 ........................... 125 6. Movement Profile Scale Scores for Selected Subject # 2 ........................... 127 7. Attitude Rating Scale Scores for Selected Subject