ABSTRACT
Life History Approach for Identity of Dance Major
Graduate Students in Physical Education


Shin, Joo Young
Department of Physical Education
Graduate School
Korea University

Directed by Prof. Yu, Taeho


The purpose of this study was to grasp a life and research on daily life of dance major graduate students in physical education, b) processes of identity development via participants'' life time then, understand about their educational background and experiences.
Four participants were selected for this purpose. In-depth interview, performance materials, scripts (dance scripts, note and paper) had been collected and analyzed using life time research method.
Life times (between beginning of dance and graduate school course) of each participants were focused and uncovered. Description of participants'' life time connected macro context to micro context and also their private contexts had been related with social and historical contexts. To do so, the identity of participants itself and the process of formation were understood within more relational view.
The changes of identity were distinguished to exploratory, inquiring, stagnant, expanded steps during life time. The process of changes were not shown stage by stage. Each mentioned stages were repeated, added or degraded along with life time. These steps were not followed linear pattern but circulatory pattern within their change. The change process of identities had been affected by relationship, education experience and acknowage of social science then, identities was formed close relationship within conditions.
Dance major student formed their body as dancey one through they acquired experiences of the dance field. These dancey bodies have been changed or adapted in certain period. Dance major student who formed dancey bodies met and jumped into physical education by some incident which had effect on their identities.
The educational experiences on physical education graduate school caused confliction of their identities as a dancer. They newly began as a graduate student in physical education field but they were still defined as a dancer not Ph.D course student. This was caused by prejudice of their specific formed body and attitude for dancing. The characteristic of dance aimed habits were recognized as weird, conspicuous and strange person to their colleague graduate student. Then, identity crisis was caused.
When dance major graduate students started physical education study, they formed ‘physical body’ to understand unfamiliar language and culture of physical education during their course. They encountered new point of view about dance, physical education, practical technic and study. They did not leave dance field, but rather stood on intersection or boundary line both fields. Beside, they formed ‘multiple identity’ via crossed over both sides dance and physical education.
They did not defined themselves separatively as dancers or physical education students. They extended their academic field and culture both dance and physical education through acception of conceptualization and re-conceptualization. They found conflicts and problems in dance and physical education. Then, reflective introspection of dance showed dance have potential to develop independent study and education. Lastly, I expect this study will provide implications for academic development of dance and activation of dance education.