Sarco-Thomas, Malaika2019-07-022019-07-022018-04-27Sarco-Thomas, M. (2018). Questioning through Doing: Shaping Praxis through the Individual Dance Project. In Hayford, M. & Kattwinkel, S. (Eds.), Performing Arts as High-Impact Practice (pp. 163-79). Palgrave Macmillan.9783319729435http://hdl.handle.net/10034/622394How might flow theory explain dancers’ experience of technique class? Can auditory learning stimulate a deeper understanding of tap dance? How does “play” build group cohesion in improvisation? These and other questions can spark undergraduate dance research. Artistic research at the undergraduate level creates an opportunity for students to exercise a range of skills as scholars, facilitators and performers. This case study looks at the Individual Dance Project (IDP) as integral to the Bachelor (Honors) in Dance Studies course offered by the University of Malta’s School of Performing Arts as an example of high-impact teaching where students are guided and challenged to build unique projects which investigate a phenomenon in both theory and practice.How might flow theory explain dancers’ experience of technique class? Can auditory learning stimulate a deeper understanding of tap dance? How does “play” build group cohesion in improvisation? These and other questions can spark undergraduate dance research. Artistic research at the undergraduate level creates an opportunity for students to exercise a range of skills as scholars, facilitators and performers. This case study will look at the Individual Dance Project (IDP) as integral to the Bachelor (Honors) in Dance Studies course offered by the University of Malta’s School of Performing Arts as an example of high-impact teaching where students are guided and challenged to build unique projects which investigate a phenomenon in both theory and practice.enAttribution-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nd/4.0/Book chapter