Emotions in the Everyday Life of a Dance School: Articulating Unspoken Values

In everyday thinking art is very often linked to emotion and, more generally, to a kind of emotional and spontaneous way of relating to the world that contrasts with the rational and controlled intellect that, for example, science is understood to cultivate. Emotion is also commonly linked, via bodily existence, to femininity and the private sphere—the home (see, for example, Heinämaa and Reuter 1994; Sihvola 1999. These conceptualizations reveal a tendency toward typically Western dichotomies between art and science, emotion and reason, body and mind, private and public, and woman and man (see also Domagalski 1999; Sandelans and Boudens 2000). Furthermore, working life and emotion have long been seen as separate; only emotion-free employees and institutions have been perceived as being efficient because emotional control, self-restraint, and rationality bolster stability and predictability in working life. Thus, emotions belong somewhere else. In fact, Lloyd Sandelans and Connie Boudens (2000, 48) note that we have had the habit of building special quarters for the exercise and display of emotion such as concert halls, movie theaters, football fields, and therapist's offices. This does not mean, however, that emotions can be eliminated from working life, as many studies on emotion at work have shown (Ashkanasy, Hartel, and Zerbe 2000; Fineman 2000, 2003; Hochschild 1983).