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Colorado State Dept. of Education, Denver. – 2000
The state of Colorado has set forth six content standards for dance education in its public schools: (1) students will understand and demonstrate dance skills; (2) students will understand and apply the principles of choreography; (3) students will create, communicate, and problem solve through dance; (4) students will understand and relate the…
Descriptors: Academic Standards, Dance, Dance Education, Elementary Secondary Education
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Brown, Joan Myers – Western Journal of Black Studies, 1989
Describes the history of the Philadelphia (Pennsylvania) Dance Company, known as PHILADANCO, founded in the early 1970s by Joan Myers Brown at her Philadelphia School of Dance. PHILADANCO has sought to discover and train a corps of local Black dancers to build a strong dance company and important cultural institution. (AF)
Descriptors: Arts Centers, Black Students, Dance, Dance Education
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Gilsdorf, Rie Algeo – Journal of Dance Education, 2004
A history of the outstanding K-12 dance program in Vancouver, Washington, is provided, including various strategies used to promote its growth from a few pilot elementary schools through middle schools to an arts magnet high school. Numerous changes have been weathered by the professional dance staff, including certification challenges instigated…
Descriptors: Middle Schools, Elementary Secondary Education, Federal Legislation, Dance Education
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Callahan-Russell, Colleen – Journal of Dance Education, 2004
This article evaluates strengths and limitations of some studio training. It focuses on values that private studio students bring to the public school setting. One teacher uses this as an opportunity to reflect on and claim her own values and desire to develop students as artists.
Descriptors: Public Schools, Dance, Dance Education, Teachers
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Gregory, Katie – Research in Dance Education, 2005
This critical analysis focuses on the movement vocabulary and interaction of dancers in selected sections of the filmed version of "White Man Sleeps" (1988) by Siobhan Davies. The choreography is divided into five distinct parts, in accordance with divisions in the musical accompaniment from which the piece takes its name, a suite of…
Descriptors: Movement Education, Foreign Countries, Art Criticism, Dance
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Griner, Brenda; Michiels Hernandez, Barbara L.; Strickland, George; Boatwright, Douglas – Journal of Physical Education, Recreation & Dance (JOPERD), 2006
For female students and professional dancers, dance imposes a low body-weight image. Despite high energy needs, many female dancers consume fewer nutrients than recommended when they perceive themselves as overweight. These abnormal behaviors can lead to malnutrition, dehydration, and vitamin deficiencies, or even to medical problems such as…
Descriptors: Females, Dance, Dance Education, Health Behavior
Brehm, Mary Ann; Kampfe, Charlene M. – 1997
Creative dance improvisation involves both the movement of the body with awareness and the awakening of the creative spirit. The basic elements of creative dance improvisation--force, time, and space--are examined with a view toward how this approach to dance can be a means for growth in the general education of anyone throughout their lives.…
Descriptors: Children, Creative Expression, Dance, Dance Education
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Woodruff, Judith – Journal of Physical Education, Recreation & Dance, 1985
Suggestions for teaching improvisational dance in a nonthreatening way are offered. (DF)
Descriptors: Creative Activities, Creative Development, Dance, Dance Education
Anderson, Sue; Farrell, Renee; Robbins, Susan; Stanley, Melissa – 2000
This document outlines the performance standards for dance in North Dakota public schools, grades K-12. Four levels of performance are provided for each benchmark by North Dakota educators for K-4, 5-8, and 9-12 grade levels. Level 4 describes advanced proficiency; Level 3, proficiency; Level 2, partial proficiency; and Level 1, novice. Each grade…
Descriptors: Academic Standards, Benchmarking, Dance, Dance Education
Anderson, Sue; Farrell, Renee; Robbins, Susan; Simonson, Paula; Stanley, Melissa – 2000
Dance should be seen as an authentic avenue for allowing students to learn kinesthetically by using movement that is essential to brain development. Ideally students would be exposed to dance forms and patterns in other art forms like music and drama as well as units within physical education classes. These North Dakota standards may be taught…
Descriptors: Academic Standards, Benchmarking, Dance, Dance Education
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Gray, Judith A., Ed.; And Others – Journal of Physical Education, Recreation & Dance, 1983
Five articles discuss the use of computers in dance and dance education. They describe: (1) a computerized behavioral profile of a dance teacher; (2) computer-based dance notation; (3) elementary school computer-assisted dance instruction; (4) quantified analysis of dance criticism; and (5) computerized simulation of human body movements in a…
Descriptors: Bionics, Computer Assisted Instruction, Computer Oriented Programs, Dance
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Sparshott, Francis – Journal of Aesthetic Education, 1990
Questions who decides what a culturally literate person needs to know and its social implications. Comments on the lack of dance references in E. D. Hirsch's book, "Cultural Literacy." Discusses what a person needs to know about dance. Analyzes dance as art in the context of cultural literacy's requirements. (KM)
Descriptors: Cultural Activities, Cultural Education, Dance, Dance Education
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Erickson, David – Teaching Elementary Physical Education, 2004
Physical education teachers enjoy the special privilege of guiding children to discover unique ways for expressing and communicating ideas, attitudes, thoughts, and emotions through movement. Creative dance lets children explore movement possibilities limited only by one's imagination. Individually and collectively, creative dance encourages…
Descriptors: Physical Education, Team Sports, Creativity, Dance
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Albright, Ann Cooper – Research in Dance Education, 2003
This essay discusses issues of cultural difference in dance studies and presents specific pedagogical strategies for engaging the students' embodied knowledge as a research tool in both historical and cross-cultural investigations. (Contains 2 notes.)
Descriptors: Research Tools, Investigations, Cultural Differences, Teaching Methods
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Freakley, Vivien; Neelands, Jonothan – Research in Dance Education, 2003
UK Higher Education Institutions are being required to reflect on the balance between academic and vocational aspects of their course provision and to identify more clearly how they are preparing their students for employment. This is not a simple matter. The UK arts and cultural sector is highly complex, with the characteristic features of a…
Descriptors: Action Research, Artists, Labor Market, Foreign Countries
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