Teaching Dance as Art in Education clarifies how educational dance differs from dance in other settings (such as studios, conservatories, physical education, after-school programs, and gifted programs). Learn about the “6 defining characteristics” that should permeate K-12 school-based programs so you:
These are the basic tenets of the “6 DC Cornerstone Model of Educational Dance.”
Two aspects keep the perspective balanced.
First, the text advocates teaching and learning that is standards oriented rather than standards driven. Thus it guides dance specialists away from the profound limitations of trying to turn national standards into curriculum. Instead, readers grasp the comprehensive nature of a complete, sequential curriculum where far more is learned than achievement standards can measure.
Second, Teaching Dance as Art in Education focuses on four areas of human development which dance must address to keep instruction well-rounded and student centered:
Two aspects keep content focused and coherent.
Dance’s cornerstones make up a complete curriculum framework. Note the book’s detailed curriculum framework which shows how to develop concepts from each cornerstone as the child goes from kindergarten through high school. Inquire into all the cornerstones:
Second, use Teaching Dance as Art in Education to help you develop coherent units of study rather than create stand-alone lessons in dance. See the sample contextual units of study that use the new “8-Step Plan” and its abbreviated version, the “5-Step Plan.”
CLICK HERE to view the table of contents from Teaching Dance as Art in Education (2006).
- make the curriculum comprehensive,
- the subject matter substantive,
- the concepts sequential,
- the content and instruction aesthetically driven and contextually coherent, and
- involve students in personalized, inquiry-based learning
These are the basic tenets of the “6 DC Cornerstone Model of Educational Dance.”
Two aspects keep the perspective balanced.
First, the text advocates teaching and learning that is standards oriented rather than standards driven. Thus it guides dance specialists away from the profound limitations of trying to turn national standards into curriculum. Instead, readers grasp the comprehensive nature of a complete, sequential curriculum where far more is learned than achievement standards can measure.
Second, Teaching Dance as Art in Education focuses on four areas of human development which dance must address to keep instruction well-rounded and student centered:
- the physical
- the intellectual
- the artistic
- the psychosocial
Two aspects keep content focused and coherent.
Dance’s cornerstones make up a complete curriculum framework. Note the book’s detailed curriculum framework which shows how to develop concepts from each cornerstone as the child goes from kindergarten through high school. Inquire into all the cornerstones:
- Cornerstone 1: Dancing and Performing
- Cornerstone 2: Creating and Composing
- Cornerstone 3: Knowing History, Culture, and Context
- Cornerstone 4: Analyzing and Critiquing
Second, use Teaching Dance as Art in Education to help you develop coherent units of study rather than create stand-alone lessons in dance. See the sample contextual units of study that use the new “8-Step Plan” and its abbreviated version, the “5-Step Plan.”
CLICK HERE to view the table of contents from Teaching Dance as Art in Education (2006).
VIEWING DANCE
VOCABULARIES FOR CRITIQUING
Fully engage viewers of dance.
Strengthen dance appreciation with resources in
Brenda Pugh McCutchen’s magic green Toolkit 1.
These integrated resources put ideas in viewers’ heads and words in their mouths. Help viewers decode choreography by learning to apply the dance elements and principles.
All ages learn to view dance works with confidence and conviction.
Kit 1 contains a total of 110 pieces and an Ideabook to get you jump-started. The tools fall into four segments:
- Decoding Dance Works (Critical thinking cards)
- Critiquing Strips (Critical thinking cards)
- Principles of Design (Posters and focus charts)
- Four-Step Critique (Posters and focus charts)
See why others say, “These clever tools appeal to students of all ages and move them light years ahead of their peers.” “Perfect companions to the textbook Teaching Dance as Art in Education.” “The best inquiry-based tools in dance today.”
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