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