Реферат: Dance Education Essay Research Paper Dance EducationOutline

The experiences dancers describe are not limited to this “flow experience.” The connection with community and

heritage, dancers feel, is also considered part of a religious experience. Therefore, although it has no theology, it

has many elements of a religious experience (67).

The social aspect of dance education is equal to the physical in importance. Teaching children good manners in

social dance situations should be a part of the curriculum. The main reason for a social dance is to meet other

people and relate to them within a frame work of rules. Knowing what to do when someone asks you to dance is

difficult, without some guidance.

For self-expression and communication dance enhances every aspect of well-being be it physical, social,

emotional, spiritual, and intellectual. By connecting the mind and body dancing lets you tap the energy of the

music and the people around you. The stress relief comes from having all this energy channeled into your body

and minds go out to your hands and feet. You don’t have time to think of anything but the next step (Krucoff 82).

Psychology

Dancing is an expression of culture. The struggle of life to raise itself into fertility is its theme (Updike 192). When

men and woman dance together the man must lead and the women must follow. The partnership forms a

powerful unity. Demanding that life give life, and love give love, in return. The struggle is found in the pulse of

the rhythm. As the man leads he invites the women to twirl around him until he closes with her. Only a moment or

a beat goes by before he sets her in motion again.

The fondness for conjoined rhythmic motion relates perhaps to a gender trait a female somatic

unity, a sense of the entire body as an expressive and erotic means. Men are compartmentalized creatures,

and in dancing the part-the feet, the tongue, the libido, the diagrammatic brain-go flinging in different directions

(Updike 192).

The motive people feel for dancing is a powerful need to express feelings about their bodies. These feelings are

part of their personal body image (Jacob 26). Through dancing these images become clearer. They become more

aware of their potential as they test and expand their limits. By being aware of their body image they learn that

they can dramatically change it. Changing this image is a process of imagining their ideal body. Their fantasy

image is as important as their realistic body image for realizing their potential.

Dance gives children and teachers self-esteem, motivates them, and makes learning a joyous experience. In

using dance in the curriculum, teachers express a new vitality in their teaching. While a dance residence is taking

place in a school student attendance went up, and when they test them on ideas they explore through dance they