Dance educators need to be aware of current career trends and focus their programs on practical needs of their students. Teaching, dance journalism, therapy, and photography are career options for the dancer who is not a professional performer. (DF)

Explores the challenges that arise when government policies are implemented with the goal of promoting culture, tradition, heritage, and identity in society. Focuses specifically on music education. Examines the impact and effects of the post-independence cultural policies in Kenya. Provides recommendations for restructuring present cultural…

This article defines professionalism, discusses the professionalization process, addresses the issue of occupation/discipline dichotomy within AAHPERD, and outlines barriers to professionalization which are relevant to AAHPERD. (IAH)

This feature, consisting of 15 articles, examines state curriculum guidelines in dance. Guidelines exist in 13 states, and an article on each state's program is included. However, except for North Carolina, no states have mandated that these guidelines be implemented. (IAH)

To investigate the merits of single versus multiple authorship in scholarly journals, several journals were examined regarding degrees of single versus multiple authorship, posture of multiple authorship, and author-article ratio of three physical education, recreation, and dance periodicals. The article discusses ramifications of the increasing…

Presents strategies to help college and university professors provide practical skills needed by qualified aerobic dance instructors. An in-depth course emphasizing sound teaching strategies helps prepare dance exercise teachers. The article describes how the physical education department at San Diego State University offers aerobic dance…

Examines why the arts, particularly dance, are significant in education and why art forms should be taught with other disciplines. The article provides examples of integrated arts experiences and describes how to begin with the essence of an idea and make connections in the arts and other curriculum areas. (SM)

In the 1980s, dance split from physical education and began to earn credibility as a serious, independent discipline with special characteristics fostering many kinds of learning. K-12 curricula should include dance, as the National Education Goals specify. Dance education also has great cognitive and transfer-of-learning potential. (MLH)

Discusses the evolution of dance education, the national support for arts education, and the implications for dance. Considers the challenges that must be met to establish quality dance programs. Focuses on how to address the challenges both at the national and state level. Provides recommendations. (CMK)

Stresses the importance of local arts, focusing on encouraging modern dance at the local level. Addresses issues such as audience participation, sense of ownership and community, and accessibility that accompanies local art. Considers the implications for K-12 modern dance education. (CMK)

Movement is essential to the physical and cognitive development of young children. Developmentally appropriate dance and movement activities at preschools and elementary schools in Oregon, Idaho, and Alaska are described, along with connections between movement and literacy and numeracy instruction. (SV)

Investigated how an expert elementary teacher implemented constructivist-oriented teaching strategies to engage students' critical thinking skills when learning creative dance. Data from teacher and student interviews and videotapes of creative dance lessons provided contextual information about using appropriate constructivist-oriented teaching…

The concept of the "hidden curriculum" can reveal complex issues of gender in dance education, ones which often reinforce gender stereotypes in the larger culture. The hidden curriculum, referring to everything students are learning besides what teachers are explicitly teaching, is generated through the taken for granted structures and practices…

The author has spent six years teaching dance and movement to grades pre-kindergarten through fourth at an independent school in New York City. For five of those years, the author has had the privilege of hosting student teachers from New York University's Dance Education Program. Although the author has reflected on what the student teachers may…

Johann Paul Friedrich Richter (1763-1825) adopted the pen-name "Jean Paul" in honour of Jean Jaques Rousseau. His "Levana or the doctrine of education" ("Levana oder Erziehlehre") was once a standard text and required reading in teacher education. Outside Germany the name of Jean Paul is now little known and the…