Environmental stressors
Mirrors and uniforms appear to be the biggest environmental factors impacting a dancers’ self-image, body esteem and risk of developing eating disorders. Also, the general display of photos of extremely thin dancers in schools and studios seemed to have a harmful effect (Dantas et al., 2018; Dearborn et al. 2006; Radell et al. 2014; Li, 2011). While dancers seem to see mirrors as necessary tools to facilitate technical growth, they also develop their own individual relationship to the mirror which in turn reflects who they are physically and how they view themselves (Radell et al., 2014). However, mirrors seemed to also affect dancers negatively. Some studies reported that mirrors contributed to dancers feeling absent from their bodies, promoting obsession about individual body parts and increasing the risk that dancers perceive themselves as objects rather than kinesthetic, «feeling» human beings (Radell et al., 2014; Dearborn et al., 2006).
Appraisals
Threat
- Pressure from within and outside the dance environment to appeal to specific identity and image
- Perceived body image and size
- Self-objectification
- Immersive isolation in a self-evaluative process
- Use of mirror’s as assessment tool for bodies
Challenge
- Task oriented development
- Re-appraisal of demands and environment
- Re-appraisal of mirror as a necessity
Personal qualities
- Confidence
- Proactivity
- Optimism
Overview over responses to Cultural stressors
Facilitative responses
- Educational environment supports critical thinking in artistic processes and of media
- Dancers critically analyze and acknowledge dangers of emulating someone else
Debilitative responses
- Dancers becoming absent from their bodies
- Obsession about individual body parts
- Perceiving oneself as object rather than a «feeling human being»
General overview over responses to cultural stressors
For dancers to cope with environmental stressors such as mirrors and the display of photos, educational environments should be supportive of critical thinking in artistic processes and towards the media. This means to let dancers critically analyse and acknowledge the dangers of emulating someone else and being aware that comparisons might lead to impossible standards (Heiland et al., 2008; Kartawidjaja J.E. & Cordero, 2013). Furthermore, dance schools might allow for the wearing of clothes in which students are comfortable instead of adhering to strict attire (Li, 2011).
Environmental stressors
Dantas, A. G., Alonso, D. A., Sánchez-Miguel, P. A., & del Río Sánchez, C. (2018). Factors dancers associate with their body dissatisfaction. Body image, 25, 40-47.
Dearborn, K., Harring, K., Young, C., & O’Rourke, E. (2006). Mirror and phrase difficulty influence dancer attention and body satisfaction. Journal of Dance Education, 6(4), 116-123.
Li, Z. (2011). Adolescent males in dance: A closer look at their journey. Journal of Physical Education, Recreation & Dance, 82(7), 17-23.
Kveton-Bohnert, L. A. (2017). The Voices of Classical Ballet Dancers: Alleviating Maladaptive Perfectionism through Resilience, Mindful Learning, and Self-Compassion (Doctoral dissertation, Saybrook University).
Radell, S. A., Adame, D. D., & Cole, S. P. (2004). The impact of mirrors on body image and classroom performance in female college ballet dancers. Journal of Dance Medicine & Science, 8(2), 47-52.
Radell, S. A., Keneman, M. L., Adame, D. D., & Cole, S. P. (2014). My body and its reflection: a case study of eight dance students and the mirror in the ballet classroom. Research in Dance Education, 15(2), 161-178.
Appraisals
Threat
Dantas, A. G., Alonso, D. A., Sánchez-Miguel, P. A., & del Río Sánchez, C. (2018). Factors dancers associate with their body dissatisfaction. Body image, 25, 40-47.
Dearborn, K., Harring, K., Young, C., & O’Rourke, E. (2006). Mirror and phrase difficulty influence dancer attention and body satisfaction. Journal of Dance Education, 6(4), 116-123.
Heiland, T. L., Murray, D. S., & Edley, P. P. (2008). Body image of dancers in Los Angeles: the cult of slenderness and media influence among dance students. Research in Dance Education, 9(3), 257-275.
Li, Z. (2011). Adolescent males in dance: A closer look at their journey. Journal of Physical Education, Recreation & Dance, 82(7), 17-23.
Radell, S. A., Adame, D. D., & Cole, S. P. (2004). The impact of mirrors on body image and classroom performance in female college ballet dancers. Journal of Dance Medicine & Science, 8(2), 47-52.
Radell, S. A., Keneman, M. L., Adame, D. D., & Cole, S. P. (2014). My body and its reflection: a case study of eight dance students and the mirror in the ballet classroom. Research in Dance Education, 15(2), 161-178.
Challenge
Li, Z. (2011). Adolescent males in dance: A closer look at their journey. Journal of Physical Education, Recreation & Dance, 82(7), 17-23.
Radell, S. A., Adame, D. D., & Cole, S. P. (2004). The impact of mirrors on body image and classroom performance in female college ballet dancers. Journal of Dance Medicine & Science, 8(2), 47-52.
Radell, S. A., Keneman, M. L., Adame, D. D., & Cole, S. P. (2014). My body and its reflection: a case study of eight dance students and the mirror in the ballet classroom. Research in Dance Education, 15(2), 161-178.
Senning, C. B. (2020). A Study on the Confluence of Resilience Skill Building and Contact Improvisation on Collegiate Dancers (Doctoral dissertation, UC Irvine).
Personal qualities
Confidence
Dearborn, K., Harring, K., Young, C., & O’Rourke, E. (2006). Mirror and phrase difficulty influence dancer attention and body satisfaction. Journal of Dance Education, 6(4), 116-123.
Li, Z. (2011). Adolescent males in dance: A closer look at their journey. Journal of Physical Education, Recreation & Dance, 82(7), 17-23.
Radell, S. A., Adame, D. D., & Cole, S. P. (2004). The impact of mirrors on body image and classroom performance in female college ballet dancers. Journal of Dance Medicine & Science, 8(2), 47-52.
Radell, S. A., Keneman, M. L., Adame, D. D., & Cole, S. P. (2014). My body and its reflection: a case study of eight dance students and the mirror in the ballet classroom. Research in Dance Education, 15(2), 161-178.
Proactivity
Bennett, D. (2009). Careers in dance: Beyond performance to the real world of work. Journal of Dance Education, 9(1), 27-34.
Kveton-Bohnert, L. A. (2017). The Voices of Classical Ballet Dancers: Alleviating Maladaptive Perfectionism through Resilience, Mindful Learning, and Self-Compassion (Doctoral dissertation, Saybrook University).
Senning, C. B. (2020). A Study on the Confluence of Resilience Skill Building and Contact Improvisation on Collegiate Dancers (Doctoral dissertation, UC Irvine).
Optimism
Kveton-Bohnert, L. A. (2017). The Voices of Classical Ballet Dancers: Alleviating Maladaptive Perfectionism through Resilience, Mindful Learning, and Self-Compassion (Doctoral dissertation, Saybrook University).
Responses to Environmental stressors:
Bennett, D. (2009). Careers in dance: Beyond performance to the real world of work. Journal of Dance Education, 9(1), 27-34.
Heiland, T. L., Murray, D. S., & Edley, P. P. (2008). Body image of dancers in Los Angeles: the cult of slenderness and media influence among dance students. Research in Dance Education, 9(3), 257-275.
Kveton-Bohnert, L. A. (2017). The Voices of Classical Ballet Dancers: Alleviating Maladaptive Perfectionism through Resilience, Mindful Learning, and Self-Compassion (Doctoral dissertation, Saybrook University).
Li, Z. (2011). Adolescent males in dance: A closer look at their journey. Journal of Physical Education, Recreation & Dance, 82(7), 17-23.
Senning, C. B. (2020). A Study on the Confluence of Resilience Skill Building and Contact Improvisation on Collegiate Dancers (Doctoral dissertation, UC Irvine).
