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The foundations goal is pursued through a broad range of activities and programs, including concentrated research, ballet reconstructions, publications, lectures and videos, and other innovative projects. Dance Education: Home Provides an introduction to resources in the field of dance. This guide is intended as a starting place for researchers, pointing to tools for finding books, scholarly articles, reviews, and other topical and collection-related information.

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Author: Susan W Stinson. Springer, Nordic Journal of Dance - Volume 7 1 63 what education should and should not do.

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Here, she includes a discussion of a course she has taught to graduate students that significantly reveals her ambition to put students in touch with their values and move beyond merely solving problems in curriculum planning. Should it be the same for all students?

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In this manner, she encourages students to consider the implications of their answers and perhaps to even understand that a career in teaching dance is not really what they should pursue. In chapter 10, the historical perspective becomes the major focus when she discusses tendencies and changes in postsecondary dance education during the past three decades. The personal perspective complements these historical aspects with many interesting thoughts, but it also adds conflicting dimensions pointing to the complexities inherent in the profession of being a dance teacher.

One example concerns her discussion of a gendered perspective applied to traditional dance pedagogy.

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With great clarity, she articulates differences between when girls and boys usually start dancing boys are older and how this age difference affects them psychologically, creating docility and obedience in girls and a more military-like competitive individuality in boys. In another chapter, she criticizes the requirement to grade students, which she has to do, but this also violates her own vision of how you should relate to other people p. She stresses that we cannot omit moral concerns in our educational work.

Grading is mentioned above, and Stinson devotes one chapter to revisiting a few earlier articles she wrote on the topic.

Embodied Curriculum Theory and Research in Arts Education

In chapter 11, she questions assessment on the basis of what students should learn. This is indeed a chapter that would be valuable for each aspiring young dance pedagogue to read, because of its argumentation but also the detailed proposal of how these skills can be translated into educational practice in the dance studio. Part II of the book deals more explicitly with research, e. In one project from the s, Stinson and her fellow scholars Donald Blumenfi eld-Jones and Jan Van Dyke made a study of young female students and their experiences of dance technique classes. The research was one of the earliest dance examples based on qualitative data.

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