Dance in Schools

Birute Baneviciute2008

Documents from EU1. Changing Teaching Practises: Using Curriculum

Differentiation to Respond to Students’ Diversity. – United Nations Educational, Scientific, and Cultural Organization, 2005.

2. Recommendation of the European Parliament and of the Council on Key Competences for Lifelong Learning. – Bruxels, 2005 <http://europa.eu.int/comm/education/policies/2010/objectives_en.html#basic>.

Documents from EU underlinesKey competencies or basic skills: communication, numeral literacy, social, cultural understanding, ICT, learning to learn and etc.

Competencies: knowledge and understanding, skills and values

Differention and individualization

Learning styles

Dance curriculum

Dance expression: dancing, creating, presenting

Dance analysis: whatching, understanding, evaluating

Dance and its connections with cultural and social life

Aspects of dance integration

Dance expression

Dance analysis

Dance in social and cultural life

communication learning to learn cultural awareness

Achievements in dance

achievements how

values skills knowledge

1. Dance expression

To be tolerant to your own body and of others

1.1. While dancing reveal dance features

1.1.1 to be aware of body movements

1.1.2. to understand and explore space

...through creative tasks connected with space, rhythm, tempo, etc...

Level of achievementslevel

domain satisfactory basic higher

Dance expression

Knows one dance style.

While dancing one or two dance elements are expressed.

Knows two or three dance styles.

While dancing three or four dance elements are expressed.

Knows a lot of dance styles. While dancing all dance elements are expressed.

Contents of dance education

How to teach

How deep, much to teach

How to learn

Students at dance classesTradicionaly:

Learn and rehearse dances

In primary school everyone in circles or in lines

Mostly folk dance is used

In 11-12 grades don’t like dance

Mostly don’t like folk dance

In new way:

Create dance themselves

Work in groups

A lot of noise, but everyone is busy

Different tasks

Interesting for everyone

New forms of dance are appreciated

New paradigm of dance teacher

Understanding needs of contemporary society

More wide understanding of dance subject

Efficient use of methods

New way of evaluation

Constant self reflection

Understanding needs of contemporary society

Contradictory understanding of values of dance (dance is only for giffted, folk dance is most important)

Contradictory understanding of values in dance (stylized folk dance, contemporary dance)

New forms of dance (street dance, break dance, hip hop)

More wide understanding of dance subject

Not only to teach dances

Not only to rehearse dances

Not only prepare for concerts and competitions

Not only teach one style of dance

Not only choose pop music

Planning dance education processTradicionaly:I do what I have planned,

and write what is needed

theme “teaching waltz steps”aim – to teach waltz stepsmethods: showing, explaining

Newly:I relate to the situation, I

change and take a risk

aim – to develop sence of rhythmthemes “clock”, “rain”, “animals”methods: creative tasks in groups, presentations, discussions

Efficient use of methods

Tradicionaly:

showing

explaining

rehearsing

Newly:

research

creation

presenting

reflection

whatching

discussions

evaluation

New view in evaluation in arts education

Paradigm of interpretation (V.Matonis, 2000)

Overal artistic understanding and thinking by means of arts (creation) (M.J.Parsons, 1992)

There is no the only one right decision, there is no good or bad (N.Goodman, 1976)

Relativity: not what is arts, but when is arts? (N.Goodman, 1976)

New way of evaluation

Tradicionaly:

Evaluate what I see

If it is done good

It is as I showed

Emphasize mistakes

Newly:

Discuss criterias

Students evaluate themselves

Students evaluate each other

Talking and analysing

Foresee changes

Constant self reflection

I am not only implementer

I teach not only what I’ve been taught

I teach not only in a way how I was taught

I accept all styles of learning

I am interested in contemporary events in dance

I am interested in contemporary education news

I react to changes and events

Fears of dance teachers

If I won’t prepare concerts I won’t get classes

If I won’t participate in competitions they won’t appreciate my work

Will I get dance classes this year

Will it be the same classes to continue, or new ones

Problems

There are no obligatory dance classes in schools

Children don’t want to dance

?

?

?

Decisions - questions

Is it so bad as it seems?

What is good in our point of view?

What will we achieve in this way?

Are our goals the same?

Will obligatory dance classes save the situation?

What to do?

?

DANCE!