A Mini-History of Dance Education

 


FOR STUDENTS ONLINE AND IN-PERSON

We will review the post on a mini-history of dance and create a first lesson plan in groups and using your intuition and creativity.



LINK

 A Mini History of Dance Education

 

 


John Dewey: America's philosopher of democracy and his importance to education

 

John Dewey on Music Education

 

In Dewey’s model, art isn’t a thing, it’s an experience (though a thing might be the catalyst for the experience.) The work of art isn’t so much the painting or string quartet as it is the experience of the painting or string quartet. That experience depends completely on the social context both of the work’s creation and of its audience. We shouldn’t ask, “what is art?” but rather “when is art?”

Dewey saw art not as something existing separately from everyday life, but as existing on a continuum with mundane pleasures. The Stanford Encyclopedia:

Dewey then argues that we must begin with the aesthetic “in the raw” in order to understand the aesthetic “refined.” To do this we must turn to the events and scenes that interest the man-in-the-street such as the sounds and sights of rushing fire-engines, the grace of a baseball player, and the satisfactions of a housewife. We find then that the aesthetic begins in happy absorption in activity, for example in our fascination with a fire in a hearth as we poke it. Similarly, Dewey holds that an intelligent mechanic who does his work with care is “artistically engaged.” If his product is not aesthetically appealing this probably has more to do with market conditions that encourage low-quality work than with his abilities.

 


 Natural Rhythms and Dances by Gertrude Colby

 

Dramatic Games & Dances For Little Children.

The Dance In Education, Second Edition, By Agnes L. Marsh And Lucile Marsh


 Margaret H’Doubler

 


Eurhythmics, Art and Education by Emile Jaques-Dalcroze

 


Dalcroze Society of America

 


 Laban/Bartenieff Institute of Movement Studies, LIMS (New York City)

 


Creative Rhythmic Movement for Children by Gladys Andrews

By Geraldine Dimondstein and Mary Joyce 


Step by Step: A Complete Movement Education Curriculum from Preschool to 6th Grade Paperback – April 1, 1982by Sheila Kogan

LINK 


LINK

 
Anne Green-Gilbert
 

Stinson. Sue is Undergraduate Coordinator and is coordinator/advisor for the MA in Dance Education. She has taught dance to students from pre-school through senior adults, and was selected as a Dance Movement Specialist (Master Teacher) by the National Endowment for the Arts Artist in Schools Program.
 
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 LINK

 A Mini History of Dance Education

 

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Questions

After reading the article A Mini History of Dance Education and the materials presented in this post, answer the following questions:

1.  According to John Dewey, what was the importance of art in education?

2.  What was Gertrude Colby's goal when she developed the natural dances?

3. What was the drawback of Caroline Crawford's dramatic games & dances for little children?

4. What did  Margaret H’Doubler believe about dance education?

 

 

  • -------------------------------------------------

FOR ASYNCHRONOUS STUDENTS

ACTIVITY

You will record a 3 to 5 min. lesson using the creative method as shown in the video. Post it on Discussion Board.


CREATIVE DANCE - Children's creative dance classes, San Diego NC, California, by Amanda Banks

 INCLUDE THE FOLLOWING ELEMENTS:

  • Warm up
  • Concept you are teaching, (example: the ocean, the forest, etc) through movement. Please demonstrate. ACT AS IF YOU ARE TEACHING A TUTORIAL ON YOUTUBE.
  • An activity that involves your imaginary students (example: the ocean [moving like ocean waves with different energies or moving like trees in the way their branches move).
  • Cool down: plan a relaxation exercise for the end of the class.
  • ....................................
  • Write a brief lesson plan using your own intuition and creativity. There is no right or wrong. Post it on Discussion Board

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