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Dance in the Elementary Classroom

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Meredith Milarch

on 20 October 2012

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Transcript of Dance in the Elementary Classroom

-Population is a public school setting

-Inclusive environment

-Dance can be included into an elementary school curriculum in many different ways Introduction Dance integrated into academic lessons
Serves as a tool for advancing knowledge and learning/understanding new concepts
Ideal for kinesthetic learners
Specifically beneficial for students with learning disabilities Meredith Ideal for preschool ages
Dance station time in an academic setting
Relationship of dance to child development Aabett Content Whose Dance? Dance from an art specialist approach
Diverse population of elementary children
Accommodate for younger learning strategies Thomas Learning movement is paramount to learning "technique"
Content should encourage confidence-building
Partner work is essential to learn to give constructive feedback and observe dance intelligently
Students should be able to create their own movement Meredith Aabett Thomas Aabett Meredith Thomas . No formal assessment
. can show parents what they learned during dance time
. confidence in self
. Team building
. increase is social/ musical/ movement skills Assessment Aabett Meredith Thomas Purpose Aabett Meredith Thomas Literature Review Aabett Meredith Thomas NDEO Meredith: "Excellent" dance education for my population by 2020 will mean teachers smoothly integrate movement to their teaching methodologies, students can use movement to improve understanding of core subjects, and students gain skills in listening, observing, giving feedback, and also gain self confidence. Recommendations Conclusions/
Questions The dance belongs to the learners and the teacher
Students should be encouraged to take ownership of their own movement
The key is to make students believe the dance is recreation, but at its core, the dance is 'school' No formal assessment
Assessment would be over course material, not dance
Performance would stay in-class
Dance serves as another learning tool, so it may not work for every student Primary purpose to to assist students in learning concepts in the classroom
Also serves to build self confidence
Improves listening and observation skills
Develops appreciation for movement Article: Basic reading through dance program: The impact on first-grade students' basic reading skills. McMahon, S., Rose, D., & Parks, M. (2003)
The study of a dance integration reading program, Whirlwind, showed that "innovative teaching strategies that focus on teaching basic skills through arts integration can improve basic reading skills"
The study was conducted on first grade students who received dance-integrated instruction and some who received solely traditional reading instruction
The students who received the dance integrated instruction who originally performed under grade level far surpassed grade level after instruction DANCE IN THE ELEMENTARY CLASSROOM
By Thomas Bond, Meredith Milarch, and Aabett Powell Content depends on grade level.
K-2: Focus on shape, time, energy, texture, et al.
3-5/6-Delve into different styles, periods, forms, and cultures
Exploration of Self and Group
No specialized style/vocabulary
Play! Expert-Instrument & Pilot Contributor Teaching Styles
Specialized vocabulary for elementary children
Educators should be accredited
Movement derived from the students and from movement designed by the instructor Participation in Learning
Appreciation of dance as an art and as an academic discipline
Physiological Development
Emotional Maturity
Social Integration
Cognitive Development . Learning about self
. focus on identity, sharing, playing, moving
. No specific vocabulary
. release of energy, body and mind . movement based
. child-child and child-instructor relationship
. how to move ones own body- wiggling, jumping, skipping, etc . Primary Purpose is to develop the children
. to enhance their creativity
. to develop social and personal skills
. to allow personal expression
. Kinesthetic achievement Article: In the Beginning: Young Children and Arts Education. Meiners, J. (2005)
. Researchers observed and reported children's responses, to music, dance, and visual arts
. Noted four themes: play and exploration, relationships and safety, motivation and ownership, and gender.
. These children were not pressured into participation, rather they joined on their own.
. they first watched from a distance with friends (relationships and motivation)
. Once they started participating, play and exploration came in, as well as motivation and ownership. The children began to recreate their movements and experiences.
. The males in the class were skeptical saying that dance was for girls, but some eventually joined in. Aabett: For my population, "excellent" dance would require full participation, with no pressure. Dance time for my age group would not be a time to incorporate other subjects, it would just be a time for dance, for self awareness and self development. Dance time should be held as often as circle time or recess. These children are developing skills they will use the rest of their lives. Assessment differs by grade level.
Participation in younger grades
Progress in older elementary
Health Effects of Dance
Performance in other classes Progression Through Movement: Teaching Dance to Elementary Students
Battisti, J., & Haibach, P. (2011)

Approaches for teaching dance vary by the target age group.
Dance education offers variation and challenges students' comfort zones
Dance as a facet of their education helps develop their artistic, cognitive, social, aesthetic, and kinesthetic sense. Article: Standards for Dance in Early Childhood.
National Dance Education Organization (2007).

Dance education should be specialized with regard to grade level.
Guidelines for rubrics may include but are not limited to dance vocabulary, dance from different cultures, choreographic principles, et al.
Dimensions of aspects of dancer development include the dancing self, the body, motion, relationship, intention, and world view. Thomas: Excellence in dance from an art specialst perspective revolves around the idea of dance being a core value of education. It acknowledges that dance can alter student's perspectives and allow their learning to take different forms.
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