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Contains complete descriptions of over 215 beginning and intermediate folk dances organized by level of difficulty.
Grade level: 4, 5, 6, 7, 8, 9, 10, 11, 12, e, i, s, t.
Countries included in this volume are : Israel, Germany, Ghana, China. Looks at country of origin, costume and history of the dance.
2010 revision of New England Dancing Masters' classic collection of 20 traditional dances for children. First published in 1991, the editors have improved and updated the dance descriptions, and added several sections on teaching dance to children including tips on calling a dance and various strategies for choosing partners with children. Includes simple longways dances, circle dances, square dances and contra dances. Ideas for teaching dance successfully in schools, a glossary of dance terms and transcriptions of the dance tunes are included. CD recording features some of New England's finest dance musicians playing all the music needed to teach the dances. The revised CD includes three new recordings. Reels, jigs, polka and waltz are played dance length. The two square dances include singing calls on the recording.
Teaching dance is an activity that is both a rigorous discipline which involves many years of study and a deeply personal expression. Throughout the years, from the time I first encountered the Spectrum, I've realized more and more what an amazing pedagogical tool it is for dance as an art form. The Spectrum will help dance teachers address many issues, including the following: - For the beginning teacher, "Did I meet my objectives? How can I judge how well I did?" - For the advanced teacher, "How can I encourage initiative and make students more self-motivated?" - For the college or university teacher, "How do I help my colleagues in other disciplines (and administration) understand dance as an academic discipline? What do I put in my tenure and promotion portfolio?" - For teachers with adult beginner classes, "How do I introduce my adult learners to basic movement material without 'teaching down' to them, to recognize their cognitive level and maturity?" - For teachers in private studios, "How can I teach so that I reach every student, keep students coming back for more classes, and thus keep enrollment (and my business) up?" - When teaching large classes, "How can I provide feedback for every student in the class and still keep the class moving?" Whether you are facing a class of students for the first time or are an experienced teacher, whether you teach children or adults, whether in a recreational setting or college, you will find useful information here. Supported by illustrations, examples, sample lesson plans, criteria sheets, activity suggestions and discussion questions, this work is designed for use as a textbook for student teachers and a resource for the professional teacher. It includes practical tips and application suggestions, with additional material downloadable from the author's website.
Dance Teaching Methods and Curriculum Design, Second Edition, presents a comprehensive model that prepares students to teach dance in school and community settings. It offers 14 dance units and many tools to help students learn to design lesson plans and units and create their own dance portfolio.
As the global vicissitudes of migration unfold so does ethnic difference in the classroom, and this book offers a timely examination of teaching about culturally different dances. At a time when the world of dance is, on the one hand, seemingly becoming more like fusion cookery there is another faction promoting isolation and preservation of tradition. How, if at all, may these two worlds co-exist in dance education? Understanding teaching about culturally different dances from postmodern, postcolonial, pluralist and critical perspectives creates an urgent demand to develop relevant pedagogy in dance education. What is required to support dance educators into the next phase of dance education, so as to avoid teaching from within a Eurocentric, creative dance model alone? An ethnographic investigation with teachers in New Zealand lays a foundation for the examination of issues, challenges and opportunities associated with teaching about culturally different dances. Concerns and issues surrounding notions of tradition, innovation, appropriation, interculturalism, social justice and critical pedagogy emerge. Engaging with both practice and theory is a priority in this book, and a nexus model, in which the theoretical fields of critical cultural theory, semiotics, ethnography and anthropology can be activated as teachers teach, is proposed as informing approaches to teaching about culturally different dances. Even though some practical suggestions for teaching are presented, the main concern is to motivate further thinking and research into teaching about dancing with cultural difference. Cover photo: Photo credit: lester de Vere photography ltd. Dancing with Difference (2009). Directed and co-choreographed for AUT University Bachelor of Dance by Linda Ashley with Jonelle Kawana, Yoon-jee Lee, Keneti Muaiava, Aya Nakamura, Siauala Nili, Valance Smith, Sakura Stirling and dancers. Won first prize in the 2009, Viva Eclectika, Aotearoa’s Intercultural Dance and Music Biennial Challenge run by NZ-Asia Association Inc NZ and the NZ Diversity Action Programme.
Grade level: 8, 9, 10, 11, 12, i, s.