Реферат: Dance Education Essay Research Paper Dance EducationOutline

reluctant ones to participate in class room activities (Lee 45).

Wanting to know how students experienced the dance classes they took in school, Susan W. Stinson observed six

dance classes taught by three teachers at two schools. Using open-ended questions about the differences between

dance class and other classes, and their dance teachers, and other teachers, she interviewed 36 students. They

responded that they felt a release from worries or freedom in dance class that their other classes lacked.

Though she was not looking for relationship responses specifically, the theme of the “caring teacher” emerged.

By being more responsive to students they thought of them as friends. This affective approach to teaching may

point away from the current trend in arts education (55).

Educators are continually told to emphasize the cognitive more and the affective less (Stinson 55)- written and

spoken language and mathematics as opposed to personal knowledge-if the arts are to be considered essential

disciplines. Exclusion of the dance discipline from basic curriculum shows a lack of awareness and understanding

of the intricacies of learning. It is not enough for a child to have only information about his or her world. All

children need to feel empowered through personal action and discovery about self, with others in the world

(Bucek 41).

Issues that a creative learning environment, applied to dance education can adapt to include: student diversity,

integrated curriculum, disciplined-based dance education, and parity with other subjects in public schools (Yoder

51). Unfortunately, caring for students is not enough if we are to educate them for the world today, in dance or

anything else. However, it is an essential ingredient in education that is often over looked (Stinson 55).

Summary

In the history of dance education I discussed the rise of dance in higher education to its current level. It seems

that with all that’s been done we still have much to do to make dance education a viable subject for degree

seeking candidates. In the high school, middle and elementary levels of education little has been done to

promote dance because of the pressure to concentrate on cognitive studies. In the physical area I’ve shown how

positive the effects of dance as exercise can be. In the sociology section I gave many examples of how dance can

increase skills in social settings and give children a much needed lesson they will utilize throughout their lives.

Finally, I discussed the psychological effects of better self- esteem.

There is a need for dance in the schools, if children are going to learn to relate to themselves, their teachers,

families, and peers in a way that is beneficial to society.

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