Teaching Dance As Art in Education

by McCutchen, Brenda Pugh

• ISBN13: 9780736051880
• ISBN10: 0736051880
• Format: Hardcover
• Copyright: 2006-03-27
• Publisher: Human Kinetics

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