Author: Flemming, Gladys Andrews

Publication Year: 1980

Media Type: Report

Summary:

This publication is a significant research project. Although no controlled experimentation occurred, the entire project from conception to completion was conceived and executed in a research manner. The design of the project has a strong research base and was checked with leaders from various disciplines.

Abstract:

This publication is a significant research project. Although no controlled experimentation occurred, the entire project from conception to completion was conceived and executed in a research manner. The design of the project has a strong research base and was checked with leaders from various disciplines. Assumptions emerged as representatives from several disciplines had opportunities to study dance and its role in the growth of children. The Task Force also designed its original work to provide a survey of the status of children's dance over the country. The data collected throughout the project were carefully and systematically secured and processed.

Children's Dance has unlimited implications for the curriculum field. It suggests vitality of fresh, interdisciplinary, and expressive experiences for children. It demonstrates the vitality of ingredients such as active participation, meaningful activity, total involvement, and allegiance to high standards. Many of our colleagues in teacher education could learn a great deal from AAHPER's Dance Division Task Force on Children's Dance (1967-1972). Children's Dance may be thought of as a prototype for other teacher education areas. In an era in which models are often conceived by small groups remote from schools, it is refreshing to see this emphasis emerge by many groups from many schools. How exciting it would be if other curriculum areas could afford the luxury of six years activity by a task force of professionals to work closely with state, regional and national groups in conducting such a comprehensive study and in the production of a book such as Children's Dance. (p. vii)

CONTENTS
Dance Division Task Force: Children's Dance.
Prologue.
Statement by Robert S. Fleming.
Statement by Margie R. Hanson.

Part 1. The task force.

The work of the task force by Gladys Andrews Fleming.

Part 2. About children's dance. 

Chapter 1. A statement of belief by Ruth L. Murray. 

Chapter 2. Part A Guidelines for Children's Dance. 
                Part B Implications and examples of guidelines. 

Chapter 3. Teachers' use of the Guidelines. 
                A few experiences. 
                Responding actively to the world around us: 
                     Loretta Woolard Blanks. 
                     Hallie Beth Judd. 
                     DeNette Garber Stevenson. 
                     Elizabeth Wall Noel. 
                Discovering dance: 
                     Gertrude Blanchard. 
                     Ralph Harris. 
                     Shelia Kogan. 
                     Kathleen Stubbs. 
                A concept of time by Ruth Boyle. 
                Market day song and dance and learning chess  
                through dance by Beauford Thompson and Ruth Wilson. 
                Impressions by Katie Planche Fredrichs. 
                An approach to dance with boys by Tom Dunkley. 
                Science as a point of departure for dance by Loretta
                Woolard Blanks. 
                The damp and aimless doze by Sal E. Abitanta. 
                The stage, a magic place by Shirley Ririe.

Part 3. Dance for every child.     

Chapter 4. Dance in the school. 
                The very young by Tommye G. Yates. 
                Through little children's eyes by Marilyn Ranson. 
                Kindergarten in Suburbia by Jo Anne Fulton. 
                Dance in two schools, K-3 and 4-6 by Dorothy S. Mozen. 
                The urban school by Lillian Buchner. 

Chapter 5. Boys like dance. 
                Experiences with boys in dance by Shirley Ririe. 
                Men can teach dance by Sal E. Abitanta. 
                Who says boys don't like dance? by Bruce King.

Chapter 6. Folk and ethnic contributions . 
                Introduction by Gertrude Blanchard. 
                The American Indian by Edith De Angelis. 
                Black Dance by Gwen Lewis McGregor. 
                Mexican American Culture by Magdalena Cantu. 

Chapter 7. Dance - Art - Dance. 
                The where of dance. 
                Nik Krevitsky. 
                Dance and the related arts by Gene C. Wenner. 
                Dance reflects feelings by Maida L. Riggs.      

Chapter 8. Making dance. 
                Approaches to dance making by Ann Zirulnik. 
                Composing dance with children by Gladys Andrews Fleming.

Part 4. Moving ahead. 

Chapter 9. Lake of the Ozarks conference on Children's dance, excerpts
                from proceedings. 
                Leadership for the 1989s by Robert S. Fleming. 
                Our concerns for the profession by Gladys Andrews
                Fleming.    
                Competencies of the teacher of children's dance by Ruth
                Murray. 
                The consumer speaks out about professional preparation by
                Gertrude Blanchard. 
                Epilogue.

Part 5. Resources.

 Chapter 10. Bibliography and resources: 
                         Mary Rae Josephson Adamson. 
                         Katie Planche Friedrichs. 
                         Diane Pruett.
                         Jeanette Saurborn. 
                         Ann Zirulnik.

 

Arts & Intersections:

Categories: Arts Education