Abstract
This paper explores the use of ungrading and contract grading practices in dance education to mitigate harmful power dynamics, foster student agency and intrinsic motivation, and create a trauma-informed, care-full learning environment. Drawing on critical pedagogy theory from scholars like Paulo Freire and psychological research on rewards/punishments in education, I argue that traditional grading systems reinforce hierarchies of power that stifle creativity, risk-taking, collaboration, and learning. Alternative assessment methods rooted in an ethic of care, like narrative assessments, self-grading guides, and specification-based contract grading are proposed.These approaches emphasize student choice, personal growth, embodied knowledge, and create vital opportunities for students to (re)claim autonomy over their learning. Strategies for implementing ungrading in both dance technique and dance studies courses are provided, with a focus on promoting trust, community-building, and validating students’ experiences and voices. Ultimately, these practices center care over competition.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Dance Education, Critical Pedagogy, Ungrading, Power Dynamics, Trauma-Informed Teaching
