7: Dance Pedagogy- Training the Next Generation of Dance Teachers
- Page ID
- 292829
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 7.1: Introduction- What Is Dance Pedagogy
- This page highlights the importance of dance education and the distinct role of specialized educators compared to traditional physical education teachers. It emphasizes dance as a vital means of cultural expression and aims to explore dance pedagogy's facets, including technique, performance, history, and composition.
- 7.2: Why is Teaching Dance Important?
- This page discusses the multifaceted purposes of dance, including performance, therapy, and political expression, as well as its intrinsic value in offering hope and inspiration. It advocates for a teleological approach to dance education that emphasizes meaningful goals for individuals and society. Holistic engagement in teaching nurtures creativity and potential, underscoring the importance of dance education in personal identity and social contribution.
- 7.3: Dance as Education
- This page highlights dance as an inclusive art form that transcends cultural barriers, emphasizing its educational potential regarding historical contexts. It advocates for a deeper understanding of diverse dance forms, like Cambodian Khmer dance, to enhance cultural communication. The importance of aesthetics and movement in dance is stressed, along with the value of kinesthetic learning.
- 7.4: Different Learning Styles in Dance
- This page discusses learning styles and multiple intelligences, emphasizing that intelligence is diverse and not fixed. It highlights the need for dance teaching to accommodate various learning preferences—kinesthetic, tactile, visual, and auditory—to engage all students effectively. The importance of using varied teaching strategies is stressed, ensuring that all learners' unique needs and artistic abilities are recognized and catered to in the dance education process.
- 7.5: Intelligence is Being Able to MAKE Something!
- This page examines the connection between multiple intelligences theory and dance education, stressing creativity as a key intelligence. It cites Howard Gardner's perspective on innovative application of knowledge in dance creation. The text advocates for a structured teaching approach using Bloom's Taxonomy to enhance students' progression from basic skills to creativity.
- 7.6: So – You Want to be a Dance Educator!
- This page discusses the essential qualities for a career as a dance teacher, emphasizing the need for inspiration, determination, and a comprehensive perspective on dance. Candidates should exhibit high energy, positivity, and a willingness to learn while avoiding those motivated solely by job security or personal performance. A self-assessment of technical skills, artistic capabilities, and commitment to student development and diversity is recommended.
- 7.7: Ok – Let’s Teach! Moving from Theory to Practice
- This page highlights the Four Cornerstones of Dance Education by Brenda Pugh McCutchen, promoting a holistic curriculum that aligns with the National Core Arts Standards. It advocates for inclusivity by acknowledging student diversity, encouraging feedback, and redesigning teaching methods for a student-centered approach. Emphasizing emotional connections, it recommends engaging activities, community involvement, and real-world applications to foster student confidence and pride.
- 7.8: Aesthetic, Creative, Intellectual, and Cultural
- This page highlights the vital role of dance educators in developing well-rounded students through a holistic approach that combines technique with cultural context. It emphasizes inquiry-based teaching, global dance forms, and the use of analogies for deeper understanding. Structured lesson planning is key for skill development, aiming to create informed citizens. The overall goal is a comprehensive dance education that connects to broader cultural values.
- 7.9: Teaching Triad- Curriculum, Instruction, Assessment
- This page outlines essential elements of dance education, including curriculum, instruction, and assessment. It highlights the importance of age-appropriate sequencing in curriculum and effective communication in instruction. Assessment is addressed as a means to measure teaching effectiveness and student learning, emphasizing goal clarity.
- 7.10: Inquiry Based Dance Education
- This page highlights the importance of focused, inquiry-based dance education using Bloom's revised taxonomy to set clear learning targets. It advocates for engaging students through active participation and problem-solving, catering to diverse learning styles.
- 7.11: Relating Dance to Historical Context
- This page explores the link between dance and its historical context, noting how choreographers are inspired by music, environment, and society. It encourages students to examine works like Sokolow's "Rooms" and Joos's "The Green Table" in relation to modern conflicts. The text highlights dance's reciprocal influence on culture and urges educators to leverage dance to address historical, social, and political issues, fostering awareness among students.
- 7.12: Integrating Principles of Child Development
- This page highlights the significant influence teachers, especially in dance, have on children's development. It stresses the need to recognize individual growth patterns, guided by psychological theories. Effective instructors should tailor their methods to align with students' developmental stages and foster a positive classroom environment.
- 7.13: References
- This page provides a diverse array of sources on educational theories and teaching strategies, referencing influential figures like Aristotle, Dewey, and Maslow. It covers topics such as Bloom's Taxonomy, multiple intelligences, culturally relevant pedagogy, and holistic education, including both academic publications and online resources. The aim is to improve understanding and practice in education across various contexts and disciplines.
Thumbnail: Ballet Dancer stretching their Leg on a Ballet Bar. (Pexels license; Victoria Strelka_ph via Pexels)