Author: Hypes, Jeannette

Publication Year: 1977

Media Type: Report

Summary:

The purpose of this book is to provide teachers on the secondary level with ideas and guidelines for their use with dance students as well as to provide administrators with a basic framework for developing a dance curriculum. It is hoped that this book will be stimulating to dance educators and will encourage them to continue to expand, improve and re-evaluate their dance programs.

Abstract:

The purpose of this book is to provide teachers on the secondary level with ideas and guidelines for their use with dance students as well as to provide administrators with a basic framework for developing a dance curriculum.

It is hoped that this book will be stimulating to dance educators and will encourage them to continue to expand, improve and re-evaluate their dance programs.

A dance curriculum should provide a variety of movement experiences in order that the student may develop some basic dance skills and acquire sound attitudes about dance as an art form.

A student should be able to develop a body that has strength, flexibility, coordination, and balance as well as be more responsive, articulate and sensitive to space, time and energy.

A student with dance experience will become aware of the following attributes:

1. Basic movement possibilities of the body.
2. Dance as it relates to other art forms.
3. A knowledge of music and rhythmic structure.
4. An ability to respond to a beat, tempo, or pulse, and to create rhythmic movement patterns.
5. Appreciation of the creative abilities of others.
6. An appreciation of the aesthetic values of dance
7. An awareness of the importance of continuing to participate in dance activities.
8. An understanding of the close relationship of dance and the history of man.
9. Proper body alignment and the principles of efficient movement.
10. An appreciation of the value of dance as a performing art.
11. The ability to make critical judgments about dance.
12. An increased awareness of the expressive potential of movement.

This guide does not provide a set progression of lesson plans or curriculum content for specific grade levels. The ideas, activities and guidelines are presented in such a way that teachers can adapt them to their own unique teaching situations.

Chapters 1 through 5 cover the broad range of dance materials which students could experience throughout their secondary education. This publication includes basic ideas, presents potential values, offers guidelines with suggestions for activities, and lists recommended films and records. Teachers may choose that material which will improve or enhance their teaching and best meet the needs of their students.

The comprehensive school curriculum should provide a balance between academic and artistic experiences. Educators on all levels, deeply concerned with the development of individual potential, are beginning to agree that dance should be a part of the students' educational experience. Many schools throughout the country offer dance as an integral part of the curriculum, i.e. dance as a subject area in the fine arts department, dance as a part of the physical education curriculum, and/or dance as it relates to classroom activities. The materials in this work have been compiled by teachers employed in such situations throughout the country. (p. 6-7)

CONTENTS
Preface.

Chapter 1. Elements of movement.
Chapter 2. Improvisation: movement exploration.
Chapter 3. Dance composition.
Chapter 4. Rhythm and accompaniment.
Chapter 5. Production and performance.

Appendix:
     Books - Publishers.
     Periodicals.
     Films - film sources.
     Records - record sources.

Arts & Intersections:

Categories: Arts Education