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Acknowledgments | |
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Prelude | |
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Why a Book on Dance Education? | |
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You're the Audience | |
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Itinerary | |
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Understanding Dance Education | |
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Is Dance a Distinct Body of Knowledge? | |
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What Is Dance? | |
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The Body in Space, in Time, and With Effort | |
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Dance Involves the Senses and the Emotions | |
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Dance Intelligence | |
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Is Dance a Performing, Liberal, Physical, or Applied Art? | |
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Potential Transfer of Dance Learning | |
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Explicit Teaching to Promote Transfer of Dance Learning | |
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Encore | |
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The Power of Dance Well Taught | |
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What Are Some Potential Benefits of Dance Education? | |
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History Reveals Potential of Dance Education | |
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Anecdotal Reports | |
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Research Evidence | |
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What Are Some Key Ways of Providing Dance Education? | |
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Preprofessional Training | |
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Arts Magnet Schools | |
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Arts Organization Offerings | |
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Dance Company Programs | |
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Other School Instruction in Dance | |
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Encore | |
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Survival of Dance Education | |
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What Is the Foundation for New Steps in Dance Education? | |
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Setting the Stage | |
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Creative Self-Expression and Pioneer Modern Dancers | |
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European Thinkers-Practitioners | |
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Dance Enters the U.S. Academic Setting | |
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Other Scholars Stimulate Dance Education in America | |
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Can Dance Education Develop Within the Education Reform Movement? | |
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A Core Subject | |
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Voluntary World-Class National Standards | |
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Assessment | |
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Opportunity-to-Learn Standards | |
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Improving Teaching Methods | |
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Business Concerns | |
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Media and Cyberspace | |
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Research Agenda | |
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Encore | |
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Who Should Teach Dance? | |
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How Do Professional Dance Companies Promote Dance Education? | |
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A New Vision | |
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Performance as Education | |
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Artists in the Schools | |
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Who Should Teach Dance in K-12 and Higher Education? | |
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Competencies Needed | |
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Preparing to Teach | |
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State Department of Education Certification | |
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Continuing Education | |
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Independent Dance Schools and the Public Sector | |
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Fear of Competition | |
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Independent Dance School Opportunities | |
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National Registry of Dance Educators | |
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Encore | |
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Learning in, About, and Through Dance | |
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Teaching Academic, Citizenship, and Workplace Skills Through Dance | |
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Why Connect Dance to Other Knowledge and Skills? | |
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What Are Some Types of Dance Connections? | |
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Promoting Cognitive Learning Through Dance | |
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Teaching Dance as a Social Art | |
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Fostering Personal Development | |
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Developing Citizenship Responsibility | |
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Encouraging Aesthetic Appreciation | |
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Catalyzing Business Creativity | |
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How Can Dance Be a Discipline and Be Interdisciplinary? | |
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Minnesota Center for Arts Education High School | |
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Roger Williams Middle School Dance Program | |
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Encore | |
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Dance Education for At-Risk Youth | |
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Why Have Dance Education for At-Risk Youth? | |
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National Dance Institute (NDI) | |
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NDI's Mission | |
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Students Served | |
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Activities | |
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Staff | |
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Collaboration With the Schools | |
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Special Programs | |
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Success | |
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Learning to Read Through the Arts (LTRTA) | |
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Dance and Remediation | |
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Academic Achievement | |
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Program Adoption | |
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ArtsConnection Young Talent Dance Program | |
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Student Selection | |
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Content and Emphases | |
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Discipline | |
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Evaluation and Tutoring | |
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Special Services | |
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AileyCamp | |
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A Child's Needs | |
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Selection of At-Risk Youth | |
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Activities | |
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Assessment Methods | |
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Student Experience | |
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Teacher Experience | |
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Lessons Learned | |
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Encore | |
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Children's Dance at Play as a Teaching Tool | |
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How Do Children's Own Dances at Play Contribute to Schooling? | |
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Using Dance at Play as a Diagnostic Tool | |
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Using Dance at Play as a Knowledge Baseline | |
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What Did I Learn About Dance at Play in an Elementary School? | |
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Historical Context | |
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Dance as a Way to Express Identity on the Playground | |
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Dance as a Challenge to Classroom Authority | |
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Dance as Self-Expression in the Halls | |
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Encore | |
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National Identity and Cultural Diversity in Dance Education | |
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How Can Dance Reflect One's National Identity? | |
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Dance Mirrors a Nation's Motto | |
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Dances Become a Nation's Emissaries | |
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What Are the Values of Cultural Diversity in Dance Education? | |
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Understanding Others | |
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Understanding One's Self | |
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Choreographic Inspiration | |
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Other Benefits | |
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Are There Problems With Cultural Diversity in Dance Education? | |
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Selecting Cultures or Dances to Emphasize | |
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Lack of Evidence That Multicultural Programs Work | |
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Threat to Social Mobility | |
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Appropriation of Another's Culture | |
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Embarrassment | |
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How Can We Solve Problems of Cultural Diversity in Dance Education? | |
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Investigate Sensitivities and Complexities | |
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Balance Assimilation With Diversity | |
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Evaluate | |
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Encore | |
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Dance Education and Gender | |
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Do We Learn Gender Through Dance? | |
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Do We Teach Sex Roles in Education? | |
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What Does History Tell Us About Gender in Dance? | |
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Changing Gender Images in Dance | |
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Respectability of Dance as a Career | |
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What Are the Implications of Gender Roles in the Dance Classroom? | |
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Nature's Contribution to Gender in Dance | |
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Teachers' Contributions to Gender in Dance | |
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Balancing Nostalgia with Relevance | |
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Encore | |
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Dance Education and Stress | |
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What Is Stress? | |
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How Do We Cope With Stress Through Dance? | |
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Dance as a Stress Inoculation | |
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Escape | |
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Mastery | |
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Confronting Stressors in a Safe Environment | |
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Can Dance Induce Stress? | |
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Teaching Practices | |
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Teacher Stress | |
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Parent-, Self-, and Competition-Induced Stress | |
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Stage Fright | |
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Sexual Harassment and Parity | |
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Can We Avoid Stress in Dance and Dance Education? | |
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Physical Factors | |
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Psychological and Genetic Factors | |
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Being Prepared | |
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Encore | |
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Finale: Overcoming Obstacles and Moving Forward | |
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Key Issues in Dance Education | |
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How Do Power and Ideology Affect Dance Education? | |
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Money | |
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Censorship | |
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Image | |
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Can We Surmount Hurdles to Successful Dance Education? | |
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Funding and Partnerships | |
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Research and New Steps | |
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Deep Plie: Get Ready to Soar | |
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Discussion Questions | |
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Outline of National Dance Education Standards | |
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Dance Education Resources | |
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References and Suggested Readings | |
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Index | |
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About the Author | |