This article offers a specific example of the benefits that might result from integrating scientific principles into the daily practice of dance training. Using the mastery of turnout as our focus, we 1. describe the anatomy of turnout in terms familiar to the dance artist, 2. explore conditioning and imagery work designed to improve the use of…

The purpose of this study was to discuss the dance technique class experiences of students in a university dance program. Working within a post-positivist methodological framework, I interviewed five university dancers. Using the lenses of phenomenology and hermeneutics, I compared and contrasted the women's stories with each other's and my own.…

-This paper was presented to the VII Commonwealth and International Conference on Sport, Physical Education, Recreation and Dance in Brisbane in 1982 (1200 delegates) and was subsequently published in Volume 1 (Dance) of the Conference Proceedings by the Department of Human Movement Studies, University of Queensland Australia. The Conference…

In the dance studio, the mirror can play a large role in the dancer's learning process. Research on learning and memory shows that reducing the amount of feedback during training enhances long-term motor skill retention and that more externally focused attention may aid performance. Research testing the effectiveness of training with a mirror as a…

The Surveys of Public Participation in the Arts (SPPAs), funded by the National Endowment for the Arts and conducted by the U.S. Bureau of the Census, were undertaken in 1982, 1985, and 1992. This report is based on the data collected by the SPPA surveys. Although data on dance genres other than ballet were collected under the rubric "other…

Outlines the author's experience as a dancer and choreographer artist-in-residence with third graders at a public elementary school, providing a cultural arts experience to tie in with a theme study of the rain forest. Details the residency and the insights she gained working with students, teachers, and theme. (SR)

Argues that dance education should be a separate discipline from the physical education programs and that the National Dance Association needs to represent dance education. Notes that the "Dance Curricula Guidelines K-12" delineates the common core of knowledge, and comments on inservice education and state certification for dance…

Examines effects of aural, visual, and combined aural/visual conditions on the emotional response to music and dance of musicians and nonmusicians. Indicates no significant differences in perceived artistic tension based on musical background or on experimental conditions. Responses were similar regardless of prior consideration of the existence…

Discusses how to incorporate dance into a music curriculum. Describes the different "levels" and commands to use when teaching dance. Specifies that in third through eighth grade, students are introduced to different types of dance, the history behind the styles, and the choreography. Lists selected recordings and videos for grades K-8. (CMK)

Feedback is one of the most important aspects of improving performance because it corrects, reinforces, and motivates. It can also create bonds and enable students to see that their performance is important. This article defines feedback, presents three important functions of feedback, identifies the four forms of feedback, gives examples of…

In this article, the author talks about Motif Notation, a means of creating, recording, and reflecting on dance experience, and dance making as educational partners in an urban middle school. The author shares partial tales of middle school-aged children engaging in dance making and Motif Notation which illustrate the fact that teens need to…

This article describes the school-wide support behind an arts-infused dance curriculum at the Linwood A+ Elementary School. The "A+" stands for "arts plus academics." Linwood A+ Elementary School is based on this model, an approach to teaching and learning that infuses the arts into the whole curriculum. It is a vision of arts-infused teaching and…

This article explores the art form of dance as a metaphor for the teaching of theology. Employing the work of Maria Harris, the author contends that there are seven elements of dance than can serve as metaphors for teachers of theology: preparation, rhythm, movement, expectancy, response, embodiment, and performance. Each dance element is…

In the past three years, the author has taught yoga classes to students at the Pioneer Valley Performing Arts Charter Public School, in addition to her job as Dance Director. This school already is an open environment; the students are generally interested in the arts and the Pioneer Valley in Massachusetts is known for its…

This paper provides the outline of a session in dance at the annual meeting of the American Alliance for Health, Physical Education, Recreation, and Dance. The purpose of the session was to provide an opportunity to celebrate individual differences while learning new skills for lifelong leisure activity through an English dance form known as…