DANC 020/EDUC 020 Foundations of Dance Education

“Arts-Based Methods in Education Around the World aims to investigate arts-based encounters in educational settings in response to a global need for studies that connect the cultural, intercultural, cross-cultural, and global elements of arts-based methods in education. In this extraordinary collection, contributions are collected from experts all over the world and involve a multiplicity of arts genres and traditions. The topics covered in the book range from policies to pedagogies, from social impact to philosophical conceptualisations.”

"The first of its kind, this volume presents research-based fictionalized case studies from experts in the field of dance education, examining theory and practice developed from real-world scenarios that call for ethical decision-making. Dilemmas faced by dance educators in the studio, on stage, in recreation centers and correctional facilities, and on social media are explored, accompanied by activities for humanizing dance pedagogy. These challenges converge from educational policies and mandates developed over the past two decades, including teacher-proof "scripted" curriculum, high-stakes testing, standardization, and methods-centered teacher preparation; difficulties are often perpetuated by those who want to make change happen but do not know how."

"Moving Lessons is an insightful and sophisticated look at the origins and influence of dance in American universities, focusing on Margaret H?Doubler (1889?1982), who established the first university courses and the first degree program in dance. Janice Ross shows how H?Doubler changed the way Americans thought not just about female physicality but also about higher education for women. In this second edition, Ross adds new details on H?Doubler?s radical pedagogy?including her use of a skeleton as a teaching tool in the classroom?and reflections on recent developments in dance studies and education."

“Ebright's illumination of the historical and artistic contributions of the HBCU campus is a welcomed voice at a time when inclusivity and diversity and its importance in dance scholarship is becoming more prevalent in national discussions. Her analysis further illustrates the value in the fusion of western dance with dances of the African diaspora and gives us a template for progressive dialogue in dance academia. This volume explores the history of dance on the historically black college and university (HBCU) campus, casting a first light on the historical practices and current state of college dance program practice in HBCUs.”

“This collection brings together a number of insightful chapters which explore themes relating to responsible citizenship within dance education. Presenting research, scholarship, experiences and pedagogical approaches from national and international contexts, and diverse educational settings, the articles included in this book demonstrate how the study of dance requires students to develop a clear sense of self- and group-responsibility. Responsible citizenship and civic engagement are examined in relation to course content, pedagogical approaches, systemic practices, and cultural assumptions. This valuable collection of diverse and insightful chapters will be of great interest to researchers, post-graduate academics, teachers and instructors in the fields of dance and teacher education.”

"Sexuality is a difficult topic for all educators. Dance teachers and educators are not immune to these educational challenges, especially given the large number of children, adolescents, and young adults who pursue dance study and performance. Most troubling is the lack of serious discourse in dance education and the development of educative strategies to promote healthy sexuality and empowered gender identities in proactive ways. This volume, focused on sexuality, gender, and identity in dance education, expands this developing area of study and investigates diverse perspectives from public schools, private sector dance studios and schools, as well as college and university dance programs. By openly bringing issues of sexuality and gender to the forefront of dance education and training, this book straightforwardly addresses critical challenges for engaged educators interested in age appropriate content, theme and costume; the hyper-sexualization of children and adolescents; sexual orientation and homophobia; the hidden curriculum of sexuality and gender; sexual identity; the impact of contemporary culture; and mass media, and sexual exploitation. The original research provides a frank discussion, highlighting practical applications and offering insights and recommendations for today's educational environment in dance. This book was originally published as a special issue of the Journal of Dance Education."

"Issues of race, class, gender and religion permeate the study of contemporary dance, resulting in cultural clashes in classrooms and studios. The first of its kind, this book provides dance educators with tools to refocus teaching methods to celebrate the pluralism of the United States. The contributors discuss how to diversify ballet technique classes and dance history courses in higher education, choreographing dance about socially charged contemporary issues, and incorporating Native American dances into the curriculum, among other topics. The application of relevant pedagogy in the dance classroom enables instructors to teach methods that reflect students' culture and affirm their experiences."

“This book is a synoptic survey of fifty years of ethnography in formal and informal educational settings. Uniquely, it pulls together the core findings from both the anthropology and the sociology of education, drawing on international research to explore a range of themes, from movement and mobilities to the body, identity, time and space.”

"This collection of articles by Susan W. Stinson, organized thematically and chronologically by the author, reveals the evolution of the field of arts education in general and dance education in particular, through narrative and critical reflections by this unique scholar and a few co-authors. It also includes contextual insights not available elsewhere. The author's pioneering embodied research work in arts and dance education continues to be relevant to researchers today. The selected chapters and articles were predominantly previously published in a variety of journals, conference proceedings and books between 1985 and the present. Each section is preceded by an introduction and the author has written a post scriptum for each article to offer a commentary or response to the article from the current perspective."

“Dance has the power to change the lives of young people. It is a force in shaping identity, affirming culture and exploring heritage in an increasingly borderless world. Creative and empowering pedagogies are driving curriculum development worldwide where the movement of peoples and cultures generates new challenges and possibilities for dance education in multiple contexts. In this book, writers across the globe come together to reflect, comment on and share their expertise and experiences.”

“As the global vicissitudes of migration unfold so does ethnic difference in the classroom, and this book offers a timely examination of teaching about culturally different dances. At a time when the world of dance is, on the one hand, seemingly becoming more like fusion cookery there is another faction promoting isolation and preservation of tradition. How, if at all, may these two worlds co-exist in dance education? Understanding teaching about culturally different dances from postmodern, postcolonial, pluralist and critical perspectives creates an urgent demand to develop relevant pedagogy in dance education. Engaging with both practice and theory is a priority in this book, and a nexus model, in which the theoretical fields of critical cultural theory, semiotics, ethnography and anthropology can be activated as teachers teach, is proposed as informing approaches to teaching about culturally different dances. Even though some practical suggestions for teaching are presented, the main concern is to motivate further thinking and research into teaching about dancing with cultural difference.”

"Across the full range of human movement studies and their many sub-disciplines, established institutional practices and forms of pedagogy are used to (re)produce valued knowledge about human movement. Pedagogy and Human Movement explores this pedagogy in detail to reveal its applications and meanings within individual fields. This unique book examines the epistemological assumptions underlying each of these pedagogical systems, and their successes and limitations as ways of (re)producing knowledge related to physical activity, the body, and health. It also considers how the pedagogical discourses and devices employed influence the ways of thinking, practice, dispositions and identities of those who work in the fields of sport, exercise and other human movement fields. With a scope that includes physical education, exercise and sports science, sports sociology and cultural studies, kinesiology, health promotion, human performance and dance, amongst other subjects, Pedagogy and Human Movement is the most comprehensive study of pedagogical cultures in human movement currently available. It is an invaluable resource for anybody with an interest in human movement studies."

“The art of dance is part of the core curriculum defined by the National Education Standards and affirmed in the No Child Left Behind Act of 2002, but dance is often absent from the educational environment, Creative Dance for Learning: The Kinesthetic Link gives teachers the means to make movement expression a part of students' lives and to help them develop their kinesthetic intelligence through engaging the "movement sense" that enables people to feel, interpret, coordinate, and craft physical experience. The text shows teachers how to tap into this rich modality of learning to integrate many goals of education, including self-awareness, creativity, fitness, and individual and group problem-solving skills. Extensive lesson plan applications demonstrate how movement activities can be linked to academic subjects.”

“Using a variety of approaches - including general critique, case studies, and personal histories - the contributors provide a foundation for reconstructing dance education in light of critical, social, and cultural concerns. Part I introduces you to foundational questions concerning curriculum, pedagogy, and research. Part II presents personal stories that place these questions in the context of specific situations. Part III discusses the role of dance within the broader political and social arena. Each chapter includes an abstract, critical reflections, questions to spur discussion and individual thought, and references.”

"This text provides a theoretical framework for good practice in the art of dance in education in which the processes of creating, performing and appreciating dances develop skills, knowledge and understanding in dance and contribute towards artistic, aesthetic and cultural education. The first section of the book looks at a combination of old models and new practice - referred to as the mid-way approach - and gives the theoretical basis. The second, third and fourth sections describe the theoretical framework of good practice in dance education in primary, secondary and higher education. The fifth section contains further lesson plans, schemes of work, lecture programmes and criteria of assessment across the sectors."

“The omission of dance from the national curriculum, except in relation to physical education, raises important questions about the kind of education our children deserve- an education for a career, or to enrich life? In this challenging book, Peter Brinson, one of Britains’ leading champions of dance, examines the place of dance in our society today. It is an engaged study committed from the outset to the major premise that dance is a great art discipline which belongs to all people and should be made fully accessible to all people.”

“One of the most striking aspects of the cultural scene in the United States today has been the rapid growth of dance, both as a performing art and as a form of creative education. This book depicts that growth in detail and presents an accurate picture of dance in American culture today. This book examines the history and current status of dance as a performing art and also its other important functions in society. Performers seeking to explore and learn more about their art. Also a good tool for educators seeking to incorporate dance in their curriculum.”

Use Tripod Books and More to find relevant books, scores, recordings, dissertations, journals and other material owned by Bryn Mawr, Haverford, and Swarthmore Colleges. Click on the "request" button at the bottom of an item's record to have it delivered to your library.

This is a gigantic catalog of millions of materials owned by libraries all over the world describing books, essays, scores, videos, sound recordings, websites, and manuscript collections. If you find something in WorldCat not owned by the Tri-Colleges we can probably get it for you.

Part of the New York Public Library, this catalog lists works about all forms of dance, from all cultures, in print and other media. Offers citation information for an international range of dance periodicals.

ProQuest Dissertations and Theses is a collection of scholarly research in the Humanities and Social Sciences that consists of 2.7 million searchable citations to dissertations and theses from around the world, and 1.2 million full-text dissertations that are available for download in PDF format. Coverage is from 1861 to the present day.