Very few will refute that dance is a very good means of entertainment and exercise, but few are aware that it could also be an effective tool in teaching students in classrooms. Why the introduction of dance into school curriculum and how to implement it remains the problem statement of this thesis. Several scholars have used diverse empirical arguments to answer this question one of such is Kolbs experiential learning theory, which states that learning is a process creating knowledge through the transformation of cognitive experience. Yet again, scholars have claimed that dance is a means of expressing ideas, thoughts, culture and lot more. Finally, dance remains relatively cheap compared to other arts activities, such as drama. It therefore remains most appropriate for public school students that are from low income homes. Dance will be most beneficiary if incorporated into the art classes and physical education classes. Dance can be used to tell the stories of diverse cultures.
This academic discourse revolves around the use of dance as a unique tool in schools for teaching students to understand the world they live in, using dance as a medium to interpret diverse cultures and traditions across the globe. Essentially, the paper delves into a critical analysis of dance as a method in education. Since observations have proven that dance education arouses students motivation for learning, promoting their overall learning and also helps students in discovering their own inner ability of creatively communicating their thoughts and ideas via the means of dance, hence dance should be incorporated into school curriculum. However, it must not escape the attention of all that to ensure that dance achieves this aim, it must be organized well into curriculum and divide appropriately into lesson plans, with each lesson having an objective. Yet again, there must be adequate equipments and facilities too if the program is to achieve its aim. The paper will be incomplete without mentioning the objective and philosophy behind dance education. Finally, the paper will enumerate the guidelines, dance education inventory course outlines, and examinations process for the dance education in order to make the paper a comprehensive one.
Background of topic Dance has been in existence from time immemorial. History even claims that it is as old as human himself, for it was the sole means of communication before oral or written method came into existence. It has also been scientifically proven that rhythmical movement is an intrinsic nature of human. Human have since relied on movements and gestures not only to communicate but also to understand, mold and interpret of their world. Apart from the fact that dance remains a very good exercise for the human body, human has continued to use it a major method of self-expression. To say the least, dance is not merely a set of movement of the body to music, it is indeed a cognitive art that if properly harnessed, could be a vital tool in achieving a comprehensive educational system. Several researches have all proven that among the youths, dance does not only promote culture, it also motivates students in towards learning, thus overly enhancing the teaching and learning process in the schools.
Dance is a natural vehicle that children use to help them understand themselves and the world in which they live.
Until in the recent past, dance was solely taught in classes of physical education. However, it is presently being adopted into schools curriculum as a form of art which can be compared with drama, music and the creative arts, worthy of being comprehensively studied (Carter, 1984). Contemporary education curriculum has identified that as an elemental part of basic education, students must be exposed to at least an art. Dance happens to be an art, a creative art that develops social skills in students. Dance as a curriculum places student at a vantage position of learning practically, rather than the traditional method of theoretical lessons.
Yet again, dance tends to expose students to a broad range of socio-cultural template, invariably connecting students to the entire world at large. The significance and importance of dance cannot be over emphasized it remains a vital tool used in connecting students to their history, culture and social values. Dance is usually performed from various historical, cultural, and social genres to increase their knowledge and appreciation of dance and its relationship to other significant components of human history and experience.
Purpose of Study The aim of this research is to logically assert that dance is a vital and necessary method of teaching in public schools, relying on the extensive research works of diverse scholars. The objective of this paper is to highlight the advantages of the study of dance as a curriculum, hence showing that it is needed and should indeed be added in the schools curriculum to ensure comprehensive and qualitative education in all students.
Conceptual Framework Dance as a curriculum ensures that all students come in contact with diverse cultures, norms and beliefs. It tends to make students appreciate the rich cultural heritage in our world. The basic learning goal of dance education is to enable students use predefined movement to express themselves vividly and communicate meaningfully. The objectives and parameter of dance education curriculum must be sequentially organized to consist of techniques and forms of dance, history of dance, production and performance, aesthetics, and other creative endeavours. (www.eric.ed.gov.com). Dance curriculum helps the students perception in understanding people, culture and the world generally. Summarily, dance curriculum will help student connects with one another and to the world at large.
Basic Concepts
Dance education It is the use of dance as a teaching tool in classroom based on the
belief that students require art as part of their basic education.
Learning goals These are the aims and objectives teachers or other stake holders want to achieve by using dance as a teaching tool. Learning goals primarily determines the methods of implementing dance as a curriculum. Performances are a by-product, but are not the primary goal of dance education. It must be noted that dance is not taught merely for entertainment or for performance purpose. It is taught to develop the students in some specific areas of education.
Dance curriculum This is a set of organized programs of study or syllabus that are
arranged for teaching dance to students in the classrooms. This stipulates process and form which the teaching of dance in classroom will take. It states the content and component of the dance program.
Dance Aesthetic This is one of the major programs in dance curriculum that teaches
students to be creative in their dance lessons. It is a method that analyzes and critically assesses numerous skills in dance to overly develop student thinking ability.
Literature Review
Scholars in numerous numbers have all extensively written on the use of dance as a teaching tool. These scholars include DeBryn, M., Dimondstein, G., Ranke, J. S., Gardner, H to mention but few. Quite a number of academic works abound on the methods of teaching dance to students. Professor Ruth L. Murray of Wayne State University has this to say about dance education Virtually all arts provide means in which people bring shape and order to their fragmented and rapidly changing world. But dance provides a primary medium for expression involving the total self...dance and the movement that produces it is me and is the most intimate of expressive media. A persons self-concept, their own identity and self-esteem are improved in relation to such use of their bodys movement. If we believe that movement plays a crucial role in the development of individuals life and that all education should foster creativity, body movement as a creative medium in education attains great significance.
Several organizations have also contributed to the introduction of dance into pedagogy. These bodies believe dance to be an exciting and vibrant art which can be used in the educational setting to assist the growth of the student and to unify the physical, mental, and emotional aspects of the human being. (Dance Directions, 1988). Such bodies include National Dance Education Organization (NDEO), which is a non-profit organization with the primary goal of promoting high quality education in the art of dance. In actual fact, in the recent past, virtually all have accepted dance as capable of enhancing students learning process and education.
Therefore, to claim that our present world is experiencing a shift in pedagogy is not far from the truth. Although some teachers may be reluctant to accept this blatant truth, this has not changed the general inclination towards the use of dance in classroom teaching is being embraced by many scholars, as it presents students with practical situation in expressing themselves.
Yet again, David Kolb, the world renowned education theorist has claimed in his
famous education theory, known as Experiential Learning theory, that knowledge can be easily transferred to students using the basic learning process which are experiencing, reflecting, thinking, and acting. The theory revolves around the famous saying of a famous philosopher which says thus.
Teach me and I may forget, tell me I may not remember, but show me and I will never forget.
Since Kolb experiential theory came out in 1971, it has received many reviews from many scholars all across the globe. The theory does not support the traditional educational method of learning in which pre-existing set of knowledge or ideas are transmitted to students. According to Kolb, experiential learning theory describes learning as the the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience (Kolb, 1984).
According to the theory, there are two basic dialectical means of acquiring experience and also two means of processing experience. The first duo is Concrete Experience and Abstract Conceptualization while the second duo is Reflective Observation and Active Experimentation. To borrow from the tenets of this theory, it is very important to teach students practical lessons if they must acquire a cognitive knowledge in what they are taught. A general saying that support this theory is experience is the best teacher (Anonymous).
Through dance, students are subjected to practical experience in diverse culture. This practical experience, according to experiential learning theory, ensures that students gather constructive knowledge, using the four learning modes, which are experiencing, reflecting, thinking and acting. This process is known as the ideal learning cycle that touches all aspect of learning.
Scholars have also affirmed that dance tends to arouse students motivation in learning. Many researches conducted with the use of questionnaires have proven that students tend to be keen about lesson involving the use of dance as teaching method. The results of these questionnaires show that many average and low-grade students find the traditional method of teaching boring but find dance quite interesting. This motivation results in students paying more attention to their studies and culminating into a better performance in their studies. Summarily, researches of scholars have all pointed to the fact that dances as a teaching tool is paramount if student are to achieve a cognitive and qualitative education.
Methodology
The paper has followed the prototype of a comprehensive research. It relies on the references from diverse primary sources, which are mainly works of other scholars. The paper also used secondary sources, such as journals, newspapers, and websites of organizations in its research. Furthermore, to ensure that the paper achieves its aim of establishing dance as a necessary tool in education, the paper has used questionnaires, interviews, action research and finally teachers reflection in the process of its research to assess the opinion of students, teachers and other stake holder on dance curriculum.
Project Design Curricular Project Model
The dance syllabus should revolve around the aims and objective of the curriculum. Obviously, from all the discussion of the paper so far, dance curriculum is taught to students in order to develop them in creativity, help them understand diverse culture, to express themselves and to interpret their world. Hence, the lessons must be designed to pursue the following
Dance techniques for social, ethnic and modern dance The aim of this curriculum design is to teach students the appreciation of diverse culture, respect for other people, self-direction and discipline and other diverse skills student will require in their world.
Aesthetic perception The goal of this lesson is to help students in using, pinpointing and assessing diverse methods of dance methods in order to develop the students creativity and thinking ability.
Kinesthetic sense This will develop students movement skill and enhance their senses of cognitive integration. It will ensure the finesse of their rhythmic movement. It is also a means of good health culture.
Creative expression The aim of this lesson plan is to create uniqueness in dance and to ensure a creative method to dance learning process.
Choreography This lesson will enable the development of team work, self-esteem and appreciation of diverse cultural and social heritage of the people.
Dance criticism This develops critical thought and creative thinking in the students. It ensures that students creativity is enabled in order to prepare them for the dynamism of the outside world.
To put in the right words, dance curriculum should be designed to teach students the tenets of human relationship in our contemporary world of changing norms and value, an ability to recognize and appreciate diverse culture across the globe. The comprehensive framework for dance in the public schools states what each student should be taught at each academic level and subjects. The curriculum is organized in a course-by-course and grade-by-grade form. Simply because of the there is a vast base of skill and knowledge involved in creating, performing, responding to, and understanding dance, experiences and learning must occur in a sequential manner.
The above listed dance curriculum can be divided into stages according to the grades and level of students. The analysis of these stages is as follows
Stage 1 Introductory Stage Students that are not familiar with dance will need to
be introduced to it. Students are inclined to believe that dance is only meant for entertainment. They will need to get used to the idea that it could be use for academic purpose.
Stage 2 Gestures and Movement Stage Students are encouraged to use gesture and
dance in expressing themselves. At this stage, students are given a comprehensive insight into the use of drama in interpreting their world.
Stage 3 Technical Students are already well versed in dance and should move over
to the more technical aspect of dance which include choreography. They are to choreograph their own dance as individuals and groups.
Stage 4 Cultural Stage Students are trained in the use of dance in interpreting
diverse cultures across the globe. Student should be taught the dance culture and dance style of different people and culture. This will enable them to respect and appreciate the culture of people across the globe.
Stage 5 Production Stage Students are prepared for production of dance. They are
assigned into groups heterogeneously. They meet occasionally after class to rehearse their dance independent of their teachers. Each group has the responsibility of choreographing a cultural dance. At the end of the term, the various students dance groups will perform on stage their dances. Teachers could invite parents to attend and watch their wards.
Stage 6 Reflection Stage All the performances of all groups are reviewed. The teacher and the entire class analyze and criticize the dance aesthetic, integration and other technicalities of all groups. The teachers and students will discuss all related issues of the various dances. This will ensure that students are corrected on all the errors committed in their dances. Students are also to give feedback to their teachers in respect of their challenges encountered before and during their production.
Dance curriculum does not exclude any grade of student, in can be used in teaching students from Kindergarten to high school. A case study of a Public Schools Dance Education Curriculum is below
This academic discourse revolves around the use of dance as a unique tool in schools for teaching students to understand the world they live in, using dance as a medium to interpret diverse cultures and traditions across the globe. Essentially, the paper delves into a critical analysis of dance as a method in education. Since observations have proven that dance education arouses students motivation for learning, promoting their overall learning and also helps students in discovering their own inner ability of creatively communicating their thoughts and ideas via the means of dance, hence dance should be incorporated into school curriculum. However, it must not escape the attention of all that to ensure that dance achieves this aim, it must be organized well into curriculum and divide appropriately into lesson plans, with each lesson having an objective. Yet again, there must be adequate equipments and facilities too if the program is to achieve its aim. The paper will be incomplete without mentioning the objective and philosophy behind dance education. Finally, the paper will enumerate the guidelines, dance education inventory course outlines, and examinations process for the dance education in order to make the paper a comprehensive one.
Background of topic Dance has been in existence from time immemorial. History even claims that it is as old as human himself, for it was the sole means of communication before oral or written method came into existence. It has also been scientifically proven that rhythmical movement is an intrinsic nature of human. Human have since relied on movements and gestures not only to communicate but also to understand, mold and interpret of their world. Apart from the fact that dance remains a very good exercise for the human body, human has continued to use it a major method of self-expression. To say the least, dance is not merely a set of movement of the body to music, it is indeed a cognitive art that if properly harnessed, could be a vital tool in achieving a comprehensive educational system. Several researches have all proven that among the youths, dance does not only promote culture, it also motivates students in towards learning, thus overly enhancing the teaching and learning process in the schools.
Dance is a natural vehicle that children use to help them understand themselves and the world in which they live.
Until in the recent past, dance was solely taught in classes of physical education. However, it is presently being adopted into schools curriculum as a form of art which can be compared with drama, music and the creative arts, worthy of being comprehensively studied (Carter, 1984). Contemporary education curriculum has identified that as an elemental part of basic education, students must be exposed to at least an art. Dance happens to be an art, a creative art that develops social skills in students. Dance as a curriculum places student at a vantage position of learning practically, rather than the traditional method of theoretical lessons.
Yet again, dance tends to expose students to a broad range of socio-cultural template, invariably connecting students to the entire world at large. The significance and importance of dance cannot be over emphasized it remains a vital tool used in connecting students to their history, culture and social values. Dance is usually performed from various historical, cultural, and social genres to increase their knowledge and appreciation of dance and its relationship to other significant components of human history and experience.
Purpose of Study The aim of this research is to logically assert that dance is a vital and necessary method of teaching in public schools, relying on the extensive research works of diverse scholars. The objective of this paper is to highlight the advantages of the study of dance as a curriculum, hence showing that it is needed and should indeed be added in the schools curriculum to ensure comprehensive and qualitative education in all students.
Conceptual Framework Dance as a curriculum ensures that all students come in contact with diverse cultures, norms and beliefs. It tends to make students appreciate the rich cultural heritage in our world. The basic learning goal of dance education is to enable students use predefined movement to express themselves vividly and communicate meaningfully. The objectives and parameter of dance education curriculum must be sequentially organized to consist of techniques and forms of dance, history of dance, production and performance, aesthetics, and other creative endeavours. (www.eric.ed.gov.com). Dance curriculum helps the students perception in understanding people, culture and the world generally. Summarily, dance curriculum will help student connects with one another and to the world at large.
Basic Concepts
Dance education It is the use of dance as a teaching tool in classroom based on the
belief that students require art as part of their basic education.
Learning goals These are the aims and objectives teachers or other stake holders want to achieve by using dance as a teaching tool. Learning goals primarily determines the methods of implementing dance as a curriculum. Performances are a by-product, but are not the primary goal of dance education. It must be noted that dance is not taught merely for entertainment or for performance purpose. It is taught to develop the students in some specific areas of education.
Dance curriculum This is a set of organized programs of study or syllabus that are
arranged for teaching dance to students in the classrooms. This stipulates process and form which the teaching of dance in classroom will take. It states the content and component of the dance program.
Dance Aesthetic This is one of the major programs in dance curriculum that teaches
students to be creative in their dance lessons. It is a method that analyzes and critically assesses numerous skills in dance to overly develop student thinking ability.
Literature Review
Scholars in numerous numbers have all extensively written on the use of dance as a teaching tool. These scholars include DeBryn, M., Dimondstein, G., Ranke, J. S., Gardner, H to mention but few. Quite a number of academic works abound on the methods of teaching dance to students. Professor Ruth L. Murray of Wayne State University has this to say about dance education Virtually all arts provide means in which people bring shape and order to their fragmented and rapidly changing world. But dance provides a primary medium for expression involving the total self...dance and the movement that produces it is me and is the most intimate of expressive media. A persons self-concept, their own identity and self-esteem are improved in relation to such use of their bodys movement. If we believe that movement plays a crucial role in the development of individuals life and that all education should foster creativity, body movement as a creative medium in education attains great significance.
Several organizations have also contributed to the introduction of dance into pedagogy. These bodies believe dance to be an exciting and vibrant art which can be used in the educational setting to assist the growth of the student and to unify the physical, mental, and emotional aspects of the human being. (Dance Directions, 1988). Such bodies include National Dance Education Organization (NDEO), which is a non-profit organization with the primary goal of promoting high quality education in the art of dance. In actual fact, in the recent past, virtually all have accepted dance as capable of enhancing students learning process and education.
Therefore, to claim that our present world is experiencing a shift in pedagogy is not far from the truth. Although some teachers may be reluctant to accept this blatant truth, this has not changed the general inclination towards the use of dance in classroom teaching is being embraced by many scholars, as it presents students with practical situation in expressing themselves.
Yet again, David Kolb, the world renowned education theorist has claimed in his
famous education theory, known as Experiential Learning theory, that knowledge can be easily transferred to students using the basic learning process which are experiencing, reflecting, thinking, and acting. The theory revolves around the famous saying of a famous philosopher which says thus.
Teach me and I may forget, tell me I may not remember, but show me and I will never forget.
Since Kolb experiential theory came out in 1971, it has received many reviews from many scholars all across the globe. The theory does not support the traditional educational method of learning in which pre-existing set of knowledge or ideas are transmitted to students. According to Kolb, experiential learning theory describes learning as the the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience (Kolb, 1984).
According to the theory, there are two basic dialectical means of acquiring experience and also two means of processing experience. The first duo is Concrete Experience and Abstract Conceptualization while the second duo is Reflective Observation and Active Experimentation. To borrow from the tenets of this theory, it is very important to teach students practical lessons if they must acquire a cognitive knowledge in what they are taught. A general saying that support this theory is experience is the best teacher (Anonymous).
Through dance, students are subjected to practical experience in diverse culture. This practical experience, according to experiential learning theory, ensures that students gather constructive knowledge, using the four learning modes, which are experiencing, reflecting, thinking and acting. This process is known as the ideal learning cycle that touches all aspect of learning.
Scholars have also affirmed that dance tends to arouse students motivation in learning. Many researches conducted with the use of questionnaires have proven that students tend to be keen about lesson involving the use of dance as teaching method. The results of these questionnaires show that many average and low-grade students find the traditional method of teaching boring but find dance quite interesting. This motivation results in students paying more attention to their studies and culminating into a better performance in their studies. Summarily, researches of scholars have all pointed to the fact that dances as a teaching tool is paramount if student are to achieve a cognitive and qualitative education.
Methodology
The paper has followed the prototype of a comprehensive research. It relies on the references from diverse primary sources, which are mainly works of other scholars. The paper also used secondary sources, such as journals, newspapers, and websites of organizations in its research. Furthermore, to ensure that the paper achieves its aim of establishing dance as a necessary tool in education, the paper has used questionnaires, interviews, action research and finally teachers reflection in the process of its research to assess the opinion of students, teachers and other stake holder on dance curriculum.
Project Design Curricular Project Model
The dance syllabus should revolve around the aims and objective of the curriculum. Obviously, from all the discussion of the paper so far, dance curriculum is taught to students in order to develop them in creativity, help them understand diverse culture, to express themselves and to interpret their world. Hence, the lessons must be designed to pursue the following
Dance techniques for social, ethnic and modern dance The aim of this curriculum design is to teach students the appreciation of diverse culture, respect for other people, self-direction and discipline and other diverse skills student will require in their world.
Aesthetic perception The goal of this lesson is to help students in using, pinpointing and assessing diverse methods of dance methods in order to develop the students creativity and thinking ability.
Kinesthetic sense This will develop students movement skill and enhance their senses of cognitive integration. It will ensure the finesse of their rhythmic movement. It is also a means of good health culture.
Creative expression The aim of this lesson plan is to create uniqueness in dance and to ensure a creative method to dance learning process.
Choreography This lesson will enable the development of team work, self-esteem and appreciation of diverse cultural and social heritage of the people.
Dance criticism This develops critical thought and creative thinking in the students. It ensures that students creativity is enabled in order to prepare them for the dynamism of the outside world.
To put in the right words, dance curriculum should be designed to teach students the tenets of human relationship in our contemporary world of changing norms and value, an ability to recognize and appreciate diverse culture across the globe. The comprehensive framework for dance in the public schools states what each student should be taught at each academic level and subjects. The curriculum is organized in a course-by-course and grade-by-grade form. Simply because of the there is a vast base of skill and knowledge involved in creating, performing, responding to, and understanding dance, experiences and learning must occur in a sequential manner.
The above listed dance curriculum can be divided into stages according to the grades and level of students. The analysis of these stages is as follows
Stage 1 Introductory Stage Students that are not familiar with dance will need to
be introduced to it. Students are inclined to believe that dance is only meant for entertainment. They will need to get used to the idea that it could be use for academic purpose.
Stage 2 Gestures and Movement Stage Students are encouraged to use gesture and
dance in expressing themselves. At this stage, students are given a comprehensive insight into the use of drama in interpreting their world.
Stage 3 Technical Students are already well versed in dance and should move over
to the more technical aspect of dance which include choreography. They are to choreograph their own dance as individuals and groups.
Stage 4 Cultural Stage Students are trained in the use of dance in interpreting
diverse cultures across the globe. Student should be taught the dance culture and dance style of different people and culture. This will enable them to respect and appreciate the culture of people across the globe.
Stage 5 Production Stage Students are prepared for production of dance. They are
assigned into groups heterogeneously. They meet occasionally after class to rehearse their dance independent of their teachers. Each group has the responsibility of choreographing a cultural dance. At the end of the term, the various students dance groups will perform on stage their dances. Teachers could invite parents to attend and watch their wards.
Stage 6 Reflection Stage All the performances of all groups are reviewed. The teacher and the entire class analyze and criticize the dance aesthetic, integration and other technicalities of all groups. The teachers and students will discuss all related issues of the various dances. This will ensure that students are corrected on all the errors committed in their dances. Students are also to give feedback to their teachers in respect of their challenges encountered before and during their production.
Dance curriculum does not exclude any grade of student, in can be used in teaching students from Kindergarten to high school. A case study of a Public Schools Dance Education Curriculum is below
No comments:
Post a Comment