Teaching Dance as Art in Education

Teaching Dance as Art in Education
By:Brenda Pugh McCutchen
Published on 2006 by Human Kinetics

Teaching Dance as Art in Educationis a comprehensive introductory textbook that helps dance education majors and dance specialists understand and incorporate the aesthetic foundations of educational dance in grades K-12. Unlike other models of teaching dance, this book delineates what a standards-oriented, aesthetically driven program should encompass for both the dance specialist and his or her K-12 students. Teaching Dance as Art in Educationfosters an understanding of dance as arts education and defines the dance specialist's roles and responsibilities, including how the national arts initiatives and student-centered inquiry affect the teaching of dance. It explains how to advance student growth in the areas most critical to teaching dance: the physical, mental, artistic, and social. Content is delineated through four cornerstones of dance as art in education: -Dancing and performing -Creating and composing -Knowing history, culture, and context -Analyzing and critiquing These cornerstones are subsequently integrated into the K-12 Dance Cornerstone Curriculum Framework, which enables dance specialists to develop substantive and sequential dance experiences for students as they progress from kindergarten through grade 12. The framework distills all the skills and concepts that dance specialists need, including developmental expectations for different ages. Teaching Dance as Art in Educationalso presents a new instructional approach, the Eight-Step Plan, that facilities integration of all four dance education cornerstones into each unit to make the lessons more coherent. Further, the many features in the textbook help dance specialists become aware of not only their unique roles and responsibilities when teaching educational dance but also how to develop an arts-oriented, professional teaching portfolio. The following user-friendly features are interwoven throughout the book: -Reflect and Respond: Case studies, or scenarios, invite the reader to consider an issue or situation and develop a response. -Questions to Ponder: Thought-provoking questions at the end of each chapter help readers extend and apply chapter concepts. -Rich Resources: Suggested resources, such as books, videos, and Web sites, supplement the topics covered in the chapter. -Notebook or Portfolio: Practical exercises to complete, record, and compile into an arts-oriented teaching portfolio are useful for future job interviews. -Inspirational Quotes: Selected quotes from famous dancers, choreographers, and teachers support the topics covered. Teaching Dance as Art in Educationreveals how to meet the National Standards in Dance Education without being driven by them, and it goes one step further--it marries dance with arts education in a way that makes teaching educational dance clear and distinct.

This Book was ranked at 39 by Google Books for keyword Arts.

Book ID of Teaching Dance as Art in Education's Books is C0yjXGJ3EEoC, Book which was written byBrenda Pugh McCutchenhave ETAG "n+yTGwq2qMQ"

Book which was published by Human Kinetics since 2006 have ISBNs, ISBN 13 Code is 9780736051880 and ISBN 10 Code is 0736051880

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Do not you sort of wood (secretly, in the marrow of one's gut's merry druthers) for the great ol'times of Goodreads (known then as GodFearingGoodlyReading.com) when all reviews were uniformly plainspoken, simply effective, unpretentious, and -- most importantly otherwise -- boring, dull, boring? Do not you sort of loathe when persons state'don't you believe in this way or feel this way'in an attempt to goad you equally psychologically and grammatically in to accepting using them? In the words of ABBA: I really do, I really do, I do(, I actually do, I do). Effectively, as the interwebs is a world where the past stands shoulder-to-shoulder with the present (and with fetish porn), we could review the past in their inviolable presentness any time we wish. Or at least till this site finally tanks. Contemplate (won't you?) Matt Nieberle's report on Macbeth in its entirety. I have destined it with a heavy rope and drawn it here for the perusal. (Please understand that several a sic are implied in these reviews.) their really complex and silly! why cant we be studying like Romeo and Juliet?!?! at the very least that book is great! There you've it. Refreshingly, not really a evaluation published in among the witch's comments or alluding to Hillary and Bill Clinton or discussing the reviewer's first period. Only a primal yell unleashed in to the black wilderness of the cosmos.Yes, Mr. Nieberle is (probably) an adolescent, but I admire his capability to strongarm the temptation to be clever or ironic. (Don't you?) He speaks the native language of the idk generation with an economy and a clarity that renders his convictions all the more emphatic. Here's MICHAEL's review of the same play. You might'know'MICHAEL; he is the'Problems Architect'only at Goodreads. (A problematic title itself in so it implies that he designs problems... that will be the case, for all I know.) This book shouldn't be required reading... reading plays that you do not want to see is awful. Reading a play kinda sucks to begin with, if it absolutely was supposed to be read, then it would have been a novel, not a play. Along with that the teach had us students see the play aloud (on person for every character for a couple pages). None folks had see the play before. None of us wanted to learn it (I made the mistake of taking the'easy'english class for 6 years). The teacher picked students that appeared as if they weren't paying attention. All this compounded to produce me pretty much hate reading classics for something like 10 years (granted macbeth alone wasn't the problem). I also hate iambic pentameter. Pure activism there. STOP the mandatory reading of plays. It's wrong, morally and academically. And yes it really can fuck up your GPA. There's no wasteful extravagance in this editorial... no fanfare, no fireworks, no linked photos of half-naked, oiled-up, big-bosomed starlets, no invented dialogues between the writer and the review-writer. It's simple and memorable. Being required to see plays is wrong, and in the event that you require anyone, under duress, to see a play then you definitely have sinned and are likely to hell, in the event that you believe in hell. If not, you're going to the DMV. I am also tired of all you could smug spelling snobs. You damnable fascists along with your new-fangled dictionaries and your fancy-schmancy spell check. Sometimes the passionate immediacy of a note overcomes its spelling limitations. Also, in this age once we are taught to respect each other's differences, this indicates offensively egocentric and mean-spirited you may anticipate others tokowtow on your petty linguistic rules. Imaginative expression may totally free per se regardless of how you are trying to shackle it. 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