The development of the 1997 assessment of arts education marks the third time music and the visual arts have been addressed in a national assessment. Using the consensus process, a framework was produced that describes the 1997 assessment. The process was founded on the vision of a society that believes the arts are essential to every child's…

The conference reported in these proceedings focused on the sharing of recent innovations, successful programming and teaching concepts, and research in children's physical education. Materials are presented in three sections, one for each day of the conference. The first day's agenda included presentations by nationally known physical educators…

The materials contained in this conference report are presented in three sections, one for each day of the conference. The agenda for the first day included an activity session entitled "Gregarious Activities Make Everyone Smile (Games)," a presentation on the use of computers in physical education, a session on the role of understanding…

The premise that effects of maturational timing are mediated by social context is explored by comparing adolescent girls in dance and nondance schools. The findings are discussed in terms of a goodness of fit between the requirements of a social context and a person's physical and behavioral characteristics. (Author/LMO)

Suggestions for teaching improvisational dance in a nonthreatening way are offered. (DF)

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…

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…

In this document, standards for knowledge and skill acquisition of Maine students in the visual and performing arts are identified. The document serves as a guideline for teachers regarding what students should know and be able to do at various checkpoints throughout arts education. The arts identified include dance, music, theater, and visual…

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…

Describes an innovative approach to using information and communication technologies in teaching choreography. A group of dance students ages 9-18 in three countries created an original piece of choreography through an Internet collaboration process, sharing their choreographic ideas via movies and text. The asynchronous communication method…

Analyzed the amount of activity, intensity of activity, and attitudes of participants in Czech high school physical education classes taught using different teaching styles and dance forms. Measurements of heart rate and dance intensity and student surveys indicated that teaching style and dance form significantly impacted the intensity and volume…

Five articles on dance dynamics and dance science focus on incorporating dance science into techniques class and performance training, the role of body therapies in dance training, psychological and nutritional concerns in dance, and training dancers and preventing injuries. (JD)

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)

This feature examines the diverse nature of imagery, how images work, and the use of imagery--in creative dance for children, to enhance alignment, and as a therapeutic device. Also explored are creative visualization and research tools for observing and categorizing the use of images by dance teachers. (IAH)

Random inclusion of dance activities and lack of curriculum consistency within and among school districts has resulted in a widening gap between philosophy and practice in dance education. Preparation of dance educators, the influence of an emerging national arts agenda, and curricular issues are discussed. (IAH)