Dance: Mything Boys

The awful pun that is the title of this article serves a couple of purposes. It suggests that there are myths surrounding boys' participation in dance. These include the perception that dance is for girls and not for boys. This is a myth perpetuated by the majority, including parents, teachers and school system leaders. The title also suggests that the dance curriculum and dance as an artform is " missing " boys. The works that are being made and performed only represent half the population and therefore expression in the artform is gender-deficient. It also suggests that boys are " missing out " on some essential skills, knowledge and understandings that they need to live full and enriched lives. In April, a selection of exemplary works presented by candidates in 2 Unit Dance in the 2000 Higher School Certificate was shown at Callback. The Saturday night show that I attended was outstanding overall. Twenty-four works in performance and composition were presented. Two of the works were composed by males. Only one male performed. The reason for the absence of males in Callback does not reflect the standard of the work of male candidates in dance in the HSC. It reflects, as we all know, the number of males electing dance as a subject at this level. Ten years ago I based my master's research on Targeting boys in dance education. I conducted a dance program for Year 7 students which included practical learning experiences in performing and composing. I surveyed the perceptions and attitudes of both boys and girls to the practical learning experiences. I also surveyed perceptions and attitudes to dance imagery (photos and video). Results of the study in relation to perceptions of dance imagery supported a hypothesis that dance is viewed as a female activity. Boys responded to dance imagery using language that was derogatory and that equated men in dance with effeminacy and homosexuality. However, boys' attitudes to the experience of a practical dance program did not support this hypothesis. Approximately half the boys in the program responded very positively to performing and composing activities. This demonstrated a disparity between boys' perceptions about dance as observers and as participants. Interestingly, despite evidence that at least half the male cohort of that Year 7 had positive experiences in dance, not one boy elected dance at the beginning of Year 9. However, during Year 9, five boys joined …