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| Preface | |
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| Acknowledgments | |
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| Introduction: Thinking About Dance Education | |
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| Why-Understanding Dance as Arts Education | |
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| Viewing Educational Dance From an Arts Education Perspective | |
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| What Is an Arts Education Perspective? | |
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| What Are the Defining Characteristics of Educational Dance? | |
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| What Drives an Arts Education Perspective? | |
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| Examining How National Arts Initiatives Affect Dance | |
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| National Dance Content and Achievement Standards | |
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| The "Nation's Report Card" in Dance | |
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| Other Initiatives That Affect Dance Education | |
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| Need for Arts Alliances | |
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| Advocacy | |
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| Adopting Your Roles and Responsibilities for Teaching | |
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| Why Become a Dance Specialist? | |
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| Examining K-12 Teaching Roles and Responsibilities | |
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| Preparing to Teach Dance as Art in K-12 | |
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| Emphasizing Aspects of Student-Centered Learning | |
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| Taking a Child-Centered Perspective | |
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| Kinesthetic-Motor Development (Moving and Learning) | |
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| Aesthetic-Artistic Development | |
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| Cognitive-Intellectual Development (Thinking, Perceiving, and Processing) | |
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| Psychological-Social Development (Feeling and Interacting) | |
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| Teaching the Whole Child | |
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| Identifying the Cornerstones of Dance as Art in Education | |
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| Four Cornerstones | |
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| Pivotal Role of Inquiry | |
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| Overview of the Dance Cornerstone Curriculum Framework | |
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| How the Cornerstones Lay the Foundation for Accountability | |
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| What-Clarifying the Content of K-12 Educational Dance (The Cornerstones) | |
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| Dancing and Performing: Cornerstone 1 | |
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| Relation to National Standards and Beyond | |
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| Overview of This Cornerstone | |
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| Artful Use of the Dance Elements | |
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| Vocabulary Systems Used in Dance | |
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| Dance Technique and Skill Development | |
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| Dance Cornerstone Curriculum (DCC) Framework | |
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| Creating and Composing: Cornerstone 2 | |
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| Relation to National Standards and Beyond | |
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| Overview of This Cornerstone | |
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| Creative Process and Products | |
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| Creative Dance for Children | |
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| Choreography | |
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| Dance Cornerstone Curriculum (DCC) Framework | |
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| Knowing History, Culture, and Context: Cornerstone 3 | |
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| Relation to National Standards and Beyond | |
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| Overview of This Cornerstone | |
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| Dance Across Cultures: Cultural Diversity | |
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| Dance Through Time: Dance History | |
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| Preservation and Documentation | |
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| Dance Cornerstone Curriculum (DCC) Framework | |
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| Analyzing and Critiquing: Cornerstone 4 | |
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| Relation to National Standards and Beyond | |
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| Overview of This Cornerstone | |
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| Aesthetic Valuing | |
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| Critical Thinking and Processing | |
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| Dance Criticism | |
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| Dance Cornerstone Curriculum (DCC) Framework | |
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| How-Presenting Dance as Art in Education | |
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| Constructing Artistic Bridges to Other Disciplines | |
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| Relation to National Standards and Beyond | |
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| Dance's Role Across the Curriculum | |
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| Different Models for Integrating the Arts in Education | |
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| Teaching Other Academics Through Dance | |
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| Collaborating Across the Arts | |
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| Creating and Maintaining an Effective Arts Learning Environment | |
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| Creating a Positive Arts Environment | |
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| Managing Arts Instruction: The Precursor to Artistic Expression | |
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| Scheduling | |
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| About Facilities | |
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| Survive and Thrive | |
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| Investigating the Arts Savvy Curriculum, Instruction, and Assessment Triad | |
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| Curriculum Content | |
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| Instruction | |
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| Assessment | |
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| Integrating the Triad | |
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| Integrating the Cornerstones to Create Units of Study in Dance | |
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| Relating the Cornerstones | |
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| Teaching by Integrating the Cornerstones | |
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| Using the Eight-Step Plan to Maximize Artistic Results | |
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| Varying an Eight-Step Lesson | |
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| Creating a Unit of Study Using an Arts Education Perspective | |
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| Creating an Integrated Unit of Study | |
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| Sample Unit: Examining a Work by David Parsons | |
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| Building Your Own Unit of Study Around a Choreographic Work | |
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| Building Your Own Unit of Study Around a Style | |
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| Reflecting on Teaching | |
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| Ethical Dimension of Teaching | |
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| Relational Teaching | |
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| School Renewal | |
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| Reflective Practitioner | |
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| Developing an Arts-Oriented Teaching Portfolio | |
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| Preparing a Perspectives Notebook | |
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| Preparing Your Professional Teaching Portfolio | |
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| Closing Statement | |
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| Reference Lists of Concepts | |
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| Forms, Checklists, Sample Items, and Articles | |
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| Professional Organizations and National Initiatives | |
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| Glossary | |
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| References | |
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| Index | |
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| About the Author | |