This paper describes the work of a teacher at the Heartwood Dance Center, a school of dance and related arts in rural Calhoun County, West Virginia. The teacher also conducts freelance workshops in local schools of the region, where people are isolated and incomes are generally low. The extent to which children are talented is partially dependent…

Since the early 1900s, the influence of Emile Jaques-Dalcroze has been felt worldwide in the field of music, as well as dance, theater, therapy, and education. To understand this influence, one needs to know something of his lifelong endeavors and dedication to improving the teaching of music. (RM)

The Mississippi Fine Arts Framework is designed to develop K-12 students' interest and expertise in dance, music, theater arts, and visual arts. The introductory fine arts course, for secondary level students, explores the relationship and the function of the arts in both historical and contemporary culture through creative projects, performance,…

This second edition updates and aligns the original 1996 publication with the Maine Learning Results, which were enacted by the state legislature in 1997. The Learning Results articulate what knowledge and skills all Maine students should have at various benchmarks throughout the preK-12 continuum. Dance is identified in the Learning Results as…

This guide to content standards in the visual and performing arts in the state of Delaware is the work of a curriculum framework commission whose members have crafted clear standards for development of curriculum that will prepare Delaware's students to become effective, productive citizens. Standards-based education reform is an initiative for…

This book offers information and insights for university dance educators and their students, administrators, policy makers, parents, dance instructors, dancers, and dance enthusiasts. Part 1, "Understanding Dance Education," explains key features of the discipline of dance and how it is a performing, liberal, physical, and applied art. Its four…

The purpose of New Jersey's Visual and Performing Arts Standards is to improve student achievement in arts education, not arts-as-entertainment, not art-assembly projects, not art-as-activity. An education in the arts requires curricular scope and sequence and the intellectual rigor of experiential learning. The Visual and Performing Arts…

Maintains that the prevalence of dance in all cultures renders it particularly effective as a means to introduce multicultural education in the curriculum. Provides examples utilizing dance to illustrate multicultural concepts, as well as, integrating it into interdisciplinary instruction. Discusses reasons for the negligible status of dance. (MJP)

Discusses the benefits of integrating the arts into education to help students learn more and better. The paper looks at advantages to including music, visual arts, dance, and theater arts in the classroom, explaining the part that arts play in assessment. Resources for integrated arts activities are included. (SM)

A college course in Queensland (Australia) brings Indigenous women into the class to teach their music and dance. Performative pedagogy involves students as audience and participants, providing opportunities to critically engage with the social, political, and ethical dimensions of power and knowledge in the university setting. Student comments…

Responds to Charles Fowler's article, "Arts Education and the NEA: Does the National Science Foundation Point the Way?" Suggests that arts education is in crisis because of lack of audience support. Recommends that the National Endowment for the Arts (NEA) emphasize the importance of arts education as a part of basic education. (KM)

Asserts that the arts, including art, music, dance, and theater, often are ignored or shortchanged in the school curriculum. Discusses how language education has assumed a central place in the school curriculum and whether art education can use curriculum integration to achieve the same status. (CFR)

Maintains that efforts to link the arts for educational purposes have been made since the 1960s. Proposes three approaches to link visual art, dance, music and other aesthetic endeavors into one course. Concludes that, although integrating the arts is more work, the motivation for doing so rests on improved student learning. (CFR)

Professions have theoretical knowledge, autonomy, public sanction, an ethical code, a professional culture, and credentialing. The articles included here present considerations for professionalizing health education, leisure, dance, aquatics, and coaching. Each area is represented by a national association of the American Alliance for Health,…

Describes the efforts of the Consortium of National Arts Education Associations to develop voluntary national standards for education in art, dance, music, and theater. Highlights key issues such as cultural diversity, classroom technology, and interdisciplinary processes. Explains the consensus-building process and plans for classroom…