Psychosocial, Physical, and Cognitive Perspectives on the Adolescent Dancer

Abstract

Adolescence is a critical period that is heightened for dancers, whether participating recreationally or vocationally. Changes are situated within a highly complex setting and are influenced by many factors, including the dance training environment, personal feelings about changes, and perceptions of changes by significant others. The way in which sub-cultures (such as ballet) construct adolescence is likely to impact upon experiences of, and engagement in, dance, as well as development. The dance context, however, has received little attention in relation to development and maturation from a psychosocial perspective. While the facets of talent that predict engagement or dropout of young dancers have been discussed, little research within dance has viewed the adolescent from a truly developmental perspective. This chapter will explore how contemporary cultural constructions of adolescence apply to the dance context, outline the developmental ‘tasks' of adolescence, and discuss how young dancers navigate these tasks, drawing on psychosocial perspectives.