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9780736051880

Teaching Dance As Art in Education

by
  • ISBN13:

    9780736051880

  • ISBN10:

    0736051880

  • Format: Hardcover
  • Copyright: 2006-03-27
  • Publisher: Human Kinetics

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Summary

Teaching Dance as Art in Educationis a comprehensive introductory textbook that helps dance education majors and dance specialists understand and incorporate the aesthetic foundations of educational dance in grades K-12. Unlike other models of teaching dance, this book delineates what a standards-oriented, aesthetically driven program should encompass for both the dance specialist and his or her K-12 students.Teaching Dance as Art in Educationfosters an understanding of dance as arts education and defines the dance specialist's roles and responsibilities, including how the national arts initiatives and student-centered inquiry affect the teaching of dance. It explains how to advance student growth in the areas most critical to teaching dance: the physical, mental, artistic, and social. Content is delineated through four cornerstones of dance as art in education:-Dancing and performing-Creating and composing-Knowing history, culture, and context-Analyzing and critiquing These cornerstones are subsequently integrated into the K-12 Dance Cornerstone Curriculum Framework, which enables dance specialists to develop substantive and sequential dance experiences for students as they progress from kindergarten through grade 12. The framework distills all the skills and concepts that dance specialists need, including developmental expectations for different ages.Teaching Dance as Art in Educationalso presents a new instructional approach, the Eight-Step Plan, that facilities integration of all four dance education cornerstones into each unit to make the lessons more coherent. Further, the many features in the textbook help dance specialists become aware of not only their unique roles and responsibilities when teaching educational dance but also how to develop an arts-oriented, professional teaching portfolio.The following user-friendly features are interwoven throughout the book:-Reflect and Respond: Case studies, or scenarios, invite the reader to consider an issue or situation and develop a response.-Questions to Ponder: Thought-provoking questions at the end of each chapter help readers extend and apply chapter concepts.-Rich Resources: Suggested resources, such as books, videos, and Web sites, supplement the topics covered in the chapter.-Notebook or Portfolio: Practical exercises to complete, record, and compile into an arts-oriented teaching portfolio are useful for future job interviews.-Inspirational Quotes: Selected quotes from famous dancers, choreographers, and teachers support the topics covered. Teaching Dance as Art in Educationreveals how to meet the National Standards in Dance Education without being driven by them, and it goes one step furtherit marries dance with arts education in a way that makes teaching educational dance clear and distinct.

Table of Contents

Preface ix
Acknowledgments xiii
Introduction: Thinking About Dance Education xv
PART I Why --- Understanding Dance as Arts Education
1(122)
Viewing Educational Dance From an Arts Education Perspective
3(20)
What Is an Arts Education Perspective?
3(5)
What Are the Defining Characteristics of Educational Dance?
8(9)
What Drives an Arts Education Perspective?
17(6)
Examining How National Arts Initiatives Affect Dance
23(20)
National Dance Content and Achievement Standards
25(2)
The ``Nation's Report Card'' in Dance
27(6)
Other Initiatives That Affect Dance Education
33(6)
Need for Arts Alliances
39(1)
Advocacy
40(3)
Adopting Your Roles and Responsibilities for Teaching
43(20)
Why Become a Dance Specialist?
43(2)
Examining K-12 Teaching Roles and Responsibilities
45(9)
Preparing to Teach Dance as Art in K-12
54(9)
Emphasizing Aspects of Student-Centered Learning
63(38)
Taking a Child-Centered Perspective
63(3)
Kinesthetic--Motor Development (Moving and Learning)
66(6)
Aesthetic--Artistic Development
72(6)
Cognitive--Intellectual Development (Thinking, Perceiving, and Processing)
78(9)
Psychological--Social Development (Feeling and Interacting)
87(4)
Teaching the Whole Child
91(10)
Identifying the Cornerstones of Dance as Art in Education
101(22)
Four Cornerstones
101(5)
Pivotal Role of Inquiry
106(8)
Overview of the Dance Cornerstone Curriculum Framework
114(2)
How the Cornerstones Lay the Foundation for Accountability
116(7)
PART II What---Clarifying the Content of K-12 Educational Dance (The Cornerstones)
123(170)
Dancing and Performing: Cornerstone 1
125(44)
Relation to National Standards and Beyond
126(1)
Overview of This Cornerstone
126(3)
Artful Use of the Dance Elements
129(8)
Vocabulary Systems Used in Dance
137(4)
Dance Technique and Skill Development
141(11)
Dance Cornerstone Curriculum (DCC) Framework
152(17)
Creating and Composing: Cornerstone 2
169(40)
Relation to National Standards and Beyond
169(1)
Overview of This Cornerstone
170(3)
Creative Process and Products
173(6)
Creative Dance for Children
179(6)
Choreography
185(9)
Dance Cornerstone Curriculum (DCC) Framework
194(15)
Knowing History, Culture, and Context: Cornerstone 3
209(42)
Relation to National Standards and Beyond
211(1)
Overview of This Cornerstone
211(3)
Dance Across Cultures: Cultural Diversity
214(5)
Dance Through Time: Dance History
219(11)
Preservation and Documentation
230(4)
Dance Cornerstone Curriculum (DCC) Framework
234(17)
Analyzing and Critiquing: Cornerstone 4
251(42)
Relation to National Standards and Beyond
252(1)
Overview of This Cornerstone
253(4)
Aesthetic Valuing
257(6)
Critical Thinking and Processing
263(9)
Dance Criticism
272(10)
Dance Cornerstone Curriculum (DCC) Framework
282(11)
PART III How --- Presenting Dance as Art in Education
293(194)
Constructing Artistic Bridges to Other Disciplines
295(30)
Relation to National Standards and Beyond
295(1)
Dance's Role Across the Curriculum
296(6)
Different Models for Integrating the Arts in Education
302(1)
Teaching Other Academics Through Dance
303(12)
Collaborating Across the Arts
315(10)
Creating and Maintaining an Effective Arts Learning Environment
325(32)
Creating a Positive Arts Environment
325(10)
Managing Arts Instruction: The Precursor to Artistic Expression
335(8)
Scheduling
343(2)
About Facilities
345(3)
Survive and Thrive
348(9)
Investigating the Arts Savvy Curriculum, Instruction, and Assessment Triad
357(44)
Curriculum Content
358(4)
Instruction
362(8)
Assessment
370(21)
Integrating the Triad
391(10)
Integrating the Cornerstones to Create Units of Study in Dance
401(18)
Relating the Cornerstones
401(5)
Teaching by Integrating the Cornerstones
406(3)
Using the Eight-Step Plan to Maximize Artistic Results
409(2)
Varying an Eight-Step Lesson
411(8)
Creating a Unit of Study Using an Arts Education Perspective
419(38)
Creating an Integrated Unit of Study
419(15)
Sample Unit: Examining a Work by David Parsons
434(12)
Building Your Own Unit of Study Around a Choreographic Work
446(4)
Building Your Own Unit of Study Around a Style
450(7)
Reflecting on Teaching
457(16)
Ethical Dimension of Teaching
458(2)
Relational Teaching
460(5)
School Renewal
465(3)
Reflective Practitioner
468(5)
Developing an Arts-Oriented Teaching Portfolio
473(14)
Preparing a Perspectives Notebook
474(1)
Preparing Your Professional Teaching Portfolio
475(10)
Closing Statement
485(2)
Appendix A: Reference Lists of Concepts 487(4)
Appendix B: Forms, Checklists, Sample Items, and Articles 491(26)
Appendix C: Professional Organizations and National Initiatives 517(6)
Glossary 523(8)
References 531(4)
Index 535(8)
About the Author 543

Supplemental Materials

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

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