Learning Theory of Dance - Chapter 1
*Compare and contrast: educational dance
*comprehensive *stress creating and composing, studying technique, knowing and responding to dance from variety of styles and culture *train all students to dance *provides generalized construction *emphasizes many styles of dance and connects with other arts and academics, as well as performing *follows state and national accountability standards that delineate learning outcomes
*Compare and contrast: private dance studio
*stress technique and performance *studio classes = activity based *train dancers to dance *refine skills *specialize in particular styles and option *specific performance criteria by which measure and promote student success *some offer conservatory level instruction
Factors at play in arts education
1.) 6DC model 2.) student centered learning 3.) national standards, parts of the arts education reform agenda 4.) cornerstones of the discipline
Desired outcomes stated for and expected of every 12th grader in America
1.) communicate at basic level in all four of the arts 2.) communicate proficiently in one art form 3.) analyze works of art 4.) be familiar with exemplary works of art from cultures across history 5.) relate arts knowledge and skills in each discipline across the arts
*Defining characteristics of educational dance (6DC Cornerstone Model of Inquiry-Based Educational Dance AKA 6DC Cornerstone Model)
1.) comprehensive (broad in scope) 2.) substantive (challenging and significant) 3.) sequential (ordered and incremental) 4.) aesthetically driven (seeking fine quality) 5.) contextually coherent (relevant and related) 6.) inquiry based (participatory and investigative) *first three are basis
four basic aspects of fundamental curriculum
1.) create and perform the arts 2.) understand the role and importance of the arts in culture and history 3.) perceive and respond to the qualities of the arts 4.) make sound judgments about the arts and understand the bases on which those judgments rest
14 premises of arts education perspective
1.) dance is one of four major art forms *children should study all its styles, facets, and processes 2.) dance is for all children *no matter age or abilities 3.) dance is core curriculum *studied daily K-12 4.) dance taught during school day *not after school 5.) skills to build through dance - reflective and critical thinking 6.) complete program has learning to c/p/r to dance and apply knowledge, aesthetic, and critical judgment 7.) dance learning comes first *learn concepts enhances, does not substitute 8.) national dance standards are baseline *need opportunity to achieve them 9.) children should integrate learning by engaging body, mind, and spirit 10.) educational dance is activity based and vital to overall education 11.) every child in democracy should have access to comprehensive educational dance from elementary school thru high school 12.) Dance integrates aesthetic and kinetic learning 13.) fully certified dance specialists from accredited institutions should teach dance in school based program 14.) to teach dance as art, dance specialists must have skills in expressive art of dance, in educational dance, in world dance, and in aesthetic dance
Ways to keep content and instruction sequentially progressing
1.) ensure that learning is nonrepetitive 2.) use a spiral approach 3.) see big picture before you plan the details
principles of design
10 aesthetic principles applying to composition in all fine arts, literary arts, and design arts *unity, variety, repetition, contrast, sequence, climax, proportion, harmony, balance, transition
National standards developed
Consortium of National Arts Education Associations
arts education perspective
a viewpoint that furthers aesthetic education through the artistic processes of creating, performing, and responding to art works *rooted in expressive languages that communicate meaning *emphasizes the art form itself
expression
act of communicating thoughts or feelings through movements, images, or actions
aesthetic pluralism
approach to study of art that attempts to broaden individual perspective and build appreciation for culturally diverse forms of artistic expression
subjective
based on personal references
aesthetics
branch of philosophy that deals with nature of beauty and response to it
artistic processes
c/p/r (creating, performing, responding)
perspectives of aestethics
collective and personal
cornerstones
core body of knowledge and skills that all students should know in the dance discipline
comprehensive
dance education is broad in scope, covering the many facets of dance including diverse styles and experiences *ED must encompass dance processes, dance science, dabnce knowledge, and dance theater *inclusive for all students, all styles
*school based program
dance education program in a public or private K-12 school district that serves students in primary, elementary, middle, or high school during the school day as part of the basic school curriculum *after school programs do not count!
physical education model
dance goals relate to fitness, skill development, recreation, rhythmic acuity, locomotor skills and sequences, movement exploration, and lifelong learning
Me
dance specialist
aerobic dance
dance's purpose to become fit
theatrical dance and spectacle
dance's purpose to entertain
therapeutic dancd
dance's purpose to heal
performance dance
dance's purpose to perform
social dance
dance's purpose to socialize
ritual dance/ liturgical dance
dance's purpose to worship and communicate
four major art forms
dance, music, theater, visual arts
dance education
describes all situations where one person teaches dance to another *includes every model of teaching dance, private and public, group or individual, in all settings
sequential
determines how you select, plan, and order content at each grade level
spiral approach
go through dance content so that it grows reacher and deeper year by year
substantive
has stimulating, content-rich subject matter worthy of study, thought, and investigation *brings students and complexity of subject matter *engage students deeply to explore movements and concepts
educational dance
in K-12, dance should educate rather than produce professional performers *encompasses all aspects of dance used to educate and inspire the young in K-12 *assumes dance is taught as an art form by using knowledge and skills in all various dance processes - dancing, c/p/r, and critical thinking about dance to affect the education of the child *DO NOT confuse with European terminology that refers to this as creative dance for children
aesthetic perception
increases as students learn to make informed artistic judgments about what they and others do in dance
personal aesthetics
individual response from our unique inner aesthetic perception *enhanced by educational experiences in the arts
mantra of educational dance
inspire, inquire, acquire
inquiry based
investigating, both a learning style and process that invites students to participate and to problem solve *relies on creative and critical thinking
rhythm
kinetic and auditory marks of timing movements. Recurring beat patterns ,result of way movements are grouped together
cognitive
mental function; use of intelligence
kinetic
moving; movement or motion; physical action
choreography
one of the parent disciplines of dance as art; the processes and skills involved in the creation of dance works *completed dance composition
aesthetic education
permeates all teaching and learning in dance
collective aesthetics
perspective of what is of artistic quality based on the artistic principles of design with aesthetic pluralism *acquired through education and experience
refinement
precise improvement through simplification or elaboration
private studios
provide excellent way to master technique and refine performing abilities
aesthetically drive
relates all dance experiences to matters of artistry and degree to which artistry can be achieved for the satisfaction of the doer and the beholder *increase quality of student output in dancing, performing, choreographing, and observing
contextually coherent
relates dance to other aspects of learning
AG/T programs (Artistically gifted and talented)
serve selected students identified in particular art form according to state-approved criteria for artistic giftedness
c/p/r
shorthand for the three artistic processes of creating, performing, and responding to dance
artistically talented
students exhibit outstanding performance skills
artistically gifted
students have exceptionally ability to conceptualize and outstanding compositional and choreographic skills *5% of US students are this
inquiry approach
teacher's process of incorporating comprehensive content in dance with student inquiry to increase active learning, higher order and critical thinking, and artistic production
arts education
the process of teaching and learning how to create and produce the visual and performing arts and how to understand and evaluate art forms created by others
affective domains
the realm of feelings; emotions
kinesthetic
the way one perceives or feels one's own movement in one's body
purpose of educational dance in K-12
to broadly educate all students in dance as an art form in all its facets
goal of dance education
to see that all students have access to a comprehensive education in dance
after school programs
vary widely in teaching of dance because not regulated by quantity or quality