Shaping future directions for dance education
Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › fagfællebedømt
Standard
Shaping future directions for dance education. / Brown, Ann Kipling; Koff, Susan R.; Meiners, Jeff; Svendler Nielsen, Charlotte.
Exploring Identities in Dance: Proceedings from the 13th World Congress of Dance and Child International. 5-10 July 2015, The Dance Halls, Department of Nutrition, Exercise and Sports, University of Copenhagen and the Danish National School of Performing Arts, Copenhagen.. red. / Charlotte Svendler Nielsen; Susan R. Koff. Canberra : daCi, WDA & Ausdance , 2017. s. 1-21.Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › fagfællebedømt
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - GEN
T1 - Shaping future directions for dance education
AU - Brown, Ann Kipling
AU - Koff, Susan R.
AU - Meiners, Jeff
AU - Svendler Nielsen, Charlotte
N1 - Conference code: 13
PY - 2017
Y1 - 2017
N2 - The relationship between curriculum development and teacher’s practice is oftendiminished through political and cultural agendas as well as changing trends in teacher education and students’ interests and experiences in dance. The ongoing research and forum presentations by Dance and the Child International (daCi) colleagues on international curriculum developments have identified that many countries have developed meaningful dance curricula that reveal that identity development is closely linked to learning and education. Unfortunately,the implementation of those curricula have been impeded by many barriers, such as the lack of respect and understanding of the role of dance education for all young people, the adequate training for dance artists, specialist and generalist teachers, and a clear set of standards for dance education. It is evident that the need for advocacy and collaboration is essential for the maintenance and implementation of dance curricula in our schools.In this paper, ideas and successes may provide a platform from which to support and guide dance experiences for young people. Firstly, an outline of the results of a survey questionnaire that was sent to dance educators in selected countries will be outlined. The results of the survey questionnaire provide insight into how dance is experienced, and insight into the deeper personal meanings of people who stayed involved in dance beyond childhood. Additionally, the findingspropose key characteristics of dance learning that advocate for the importance of a comprehensive dance education. Secondly, identifying the major learning outcomes of international dance curricula and relating them to what young people have said about their experiences may convey what is needed in future curricula development for both young students and teacher education.
AB - The relationship between curriculum development and teacher’s practice is oftendiminished through political and cultural agendas as well as changing trends in teacher education and students’ interests and experiences in dance. The ongoing research and forum presentations by Dance and the Child International (daCi) colleagues on international curriculum developments have identified that many countries have developed meaningful dance curricula that reveal that identity development is closely linked to learning and education. Unfortunately,the implementation of those curricula have been impeded by many barriers, such as the lack of respect and understanding of the role of dance education for all young people, the adequate training for dance artists, specialist and generalist teachers, and a clear set of standards for dance education. It is evident that the need for advocacy and collaboration is essential for the maintenance and implementation of dance curricula in our schools.In this paper, ideas and successes may provide a platform from which to support and guide dance experiences for young people. Firstly, an outline of the results of a survey questionnaire that was sent to dance educators in selected countries will be outlined. The results of the survey questionnaire provide insight into how dance is experienced, and insight into the deeper personal meanings of people who stayed involved in dance beyond childhood. Additionally, the findingspropose key characteristics of dance learning that advocate for the importance of a comprehensive dance education. Secondly, identifying the major learning outcomes of international dance curricula and relating them to what young people have said about their experiences may convey what is needed in future curricula development for both young students and teacher education.
KW - Faculty of Science
KW - Dance
KW - Education
KW - Learning
KW - Curriculum
KW - Advocacy
M3 - Article in proceedings
SN - 978-1-875255-21-4
SP - 1
EP - 21
BT - Exploring Identities in Dance
A2 - Svendler Nielsen, Charlotte
A2 - Koff, Susan R.
PB - daCi, WDA & Ausdance
CY - Canberra
T2 - World Congress of Dance and the Child International
Y2 - 5 July 2015 through 10 July 2015
ER -
ID: 197691565