In 2001, North Carolina Dance Theatre, The University of North Carolina at Charlotte, and the Charlotte-Mecklenburg School system joined forces to create a multidimensional, professional development program for dance professionals (teachers and artists) in the public schools called, The Dance Educator Enrichment Program (DEEP). DEEP was designed…

Young dancers, girls most particularly, are subject to subtle and not-so-subtle messages of exploitation based on sex. What are the implications for dance educators who are trying hard to advocate for dance and who are trying to encourage appropriate pedagogical practices? Due to the hegemonic pervasiveness of "objectifying" dancers for…

Three key publications from September 2000 point to rapid changes in the educational and arts environment in Hong Kong that will impact on the development of dance education. This paper provides some contextual details on the current state of dance education in Hong Kong and also examines the influence and possible ramifications implicit within…

"Capoeira," the Brazilian dance and martial art, is now taught in many countries outside Brazil. Reflections on a year's fieldwork on capoeira teaching in the UK are used to make educational ethnography anthropologically strange. Issues of locality, noise, uncertainty and bodily contact are explored in a reflexive way. (Contains 7 notes.)

In this essay, the author notes a danger concerning the general approach to teaching about the arts through improper use of the concepts "aesthetic" and "artistic." Observing that both concepts are often used interchangeably, with "aesthetic" being seen as the more generic term, the author argues that these concepts are separate and should be…

Dance education offers a vehicle for holistic teaching that cultivates human characteristics needed for future society. Dance integrates mental, physical, emotional, and spiritual aspects of education. As part of the teacher education curriculum, it can contribute the link necessary for a holistic philosophy. (Author/PP)

Explores applications of somatics to school and university curricula, addressing somatic knowledge as content and methodology in dance education, proposing strategies for bringing the body back into dance and dance curricula, exploring cultural diversity issues within dance and somatic education, and concluding that somatic knowledge and practice…

Describes the educational system within the country of Ghana. Focuses on music education. Discusses the visual arts that constitute vocational skills within education. Addresses the need to move toward a systematic philosophy of arts education in Ghana. (CMK)

Nine articles discuss persistent physical education practices that are not in the best interest of children, suggesting developmentally appropriate alternatives. Some topics discussed are sequence of instruction in games, developmentally appropriate dance and gymnastics, social-emotional components, and activities with questionable value. (SM)

Talent beyond Words instructed elementary inner-city children in the performing arts, especially dance and percussion music, to provide opportunities for dynamic assessment of talent. Students identified as having talent participated in after-school curricula, thereby increasing their proficiency and self-esteem. (Author/JDD)

Discusses the value of multicultural dance education in the core curriculum. Multicultural dance provides a means of understanding cultural differences and helps students understand and clarify their own value systems. Educators communicate values to students through their educational structures which, in dance, cross barriers of language,…

For aerobic dance classes to succeed, the instructors must be properly trained teachers. Effective teachers must know more than just subject matter. They need sound pedagogical skills and knowledge in the content areas relating to aerobic dance. The article lists recommendations to help aerobic dance teachers be more effective. (SM)

Four articles discuss the preparation of dance educators and the development of dance teachers' competencies, focusing on the knowledge base for competent dance teaching, the preparation of effective teachers, motor learning knowledge in the dance education curriculum, and realities, myths, and priorities in dance teacher competency. (SM)

An evaluative study was conducted wherein student choreography in 14 Utah secondary schools was assessed by student teachers for incidence and frequency of sexually objectifying or exploitative movement and thematic development. Data regarding each student work was compared with information provided by student choreographers in a written…

The intersections of dance and sexuality and sexual identity are part of the critical discourse important to teaching dance appreciation and dance history. This essay presents aspects of my teaching practice, informed by current writings in queer studies, dance studies, education, and sociology. Awareness of potential classroom diversity helps…