This module has no essential reading
This page provides information specific to your module.
For more information and resources for Dance, have a look at your Subject Guide.
Dancing with Difference by
As the global vicissitudes of migration unfold so does ethnic difference in the classroom, and this book offers a timely examination of teaching about culturally different dances. At a time when the world of dance is, on the one hand, seemingly becoming more like fusion cookery there is another faction promoting isolation and preservation of tradition. How, if at all, may these two worlds co-exist in dance education? Understanding teaching about culturally different dances from postmodern, postcolonial, pluralist and critical perspectives creates an urgent demand to develop relevant pedagogy in dance education. What is required to support dance educators into the next phase of dance education, so as to avoid teaching from within a Eurocentric, creative dance model alone? An ethnographic investigation with teachers in New Zealand lays a foundation for the examination of issues, challenges and opportunities associated with teaching about culturally different dances. Concerns and issues surrounding notions of tradition, innovation, appropriation, interculturalism, social justice and critical pedagogy emerge. Engaging with both practice and theory is a priority in this book, and a nexus model, in which the theoretical fields of critical cultural theory, semiotics, ethnography and anthropology can be activated as teachers teach, is proposed as informing approaches to teaching about culturally different dances. Even though some practical suggestions for teaching are presented, the main concern is to motivate further thinking and research into teaching about dancing with cultural difference. Cover Photo Photo credits go to lester de Vere photography ltd. Dancing with Difference (2009). Directed and co-choreographed for AUT University Bachelor of Dance by Linda Ashley with Jonelle Kawana, Yoon-jee Lee, Keneti Muaiava, Aya Nakamura, Siauala Nili, Valance Smith, Sakura Stirling and dancers. Won first prize in the 2009, Viva Eclectika, Aotearoa's Intercultural Dance and Music Biennial Challenge run by NZ-Asia Association Inc NZ and the NZ Diversity Action Programme.
The Student Dancer by
This work deals with the psychological as opposed to the physical aspects of dance training. In The Student Dancer Julia Buckroyd brings together the fields of education, welfare, counselling and psychology in relation to dance teaching and training. She considers the ways these can deepen our understanding of the human dimension of dance training, and how they can be practically applied in vocational training schools. Following the substantial body of evidence which shows a high incidence of illness, smoking, injury and eating disorders among dancers and trainees, Buckroyd argues that current dance training is damaging to the welfare of students and needs to change. With examples of good practice, and many ideas, arguments and proposals, she looks at questions such as: the self and the body; adolescence and dance training; learning in groups; male trainees; eating disorders; and career transition. This book is aimed at teachers, students and administrators involved in professional dance training, and professional dance companies. It is also useful for parents of dance trainees as well as for students and teachers in other performance disciplines.
Close Encounters by
Young people today need to be flexible, imaginative and resilient and to use their creativity holistically and appropriately. "Close Encounters" shows how creativity and the special relationships that facilitate it can be nurtured within education through dance. Dance Partners for Creativity, an intensive two-year qualitative research project funded by the Arts and Humanities Research Council, underpins this book. It shows that dance-based partnerships have a place in the kinds of education futures that will have to be made in the 21st century. The enquiry and research-based ideas about dance-based partnership's role in current and future education presented will greatly enrich the thinking of practitioners, researchers and policy makers interested in arts practices and educational futures.
Harnessing the Wind by
Harnessing the Wind: The Art of Teaching Modern Dancegives you the theoretical knowledge, the practical tips, and the inspiration to prepare the next generation of dancers to meet the demands of contemporary dance. This book combines information about constructing and presenting a dance class with personal reflections about the art of teaching modern dance and integrating somatic theories, scientific research, and contemporary aesthetic practices. It provides new teachers with a solid theoretical base and incites experienced teachers to reexamine and revitalize their teaching. The book asks dance instructors to make conscious choices about what, why, and how they teach. Advocating an individualistic approach, it helps teachers understand how their personal dance interests and interpretations influence their teaching styles. Part I, "The Vision," provides a philosophical perspective. It defines the role of technique and explores the delicate job of nurturing the artist during the quest for technical control. Part II, "Class Preparation," is where the planning process takes shape. This section shows how to - set strategies and realistic goals to lay the groundwork for a carefully built progression of movement skills; - use rituals to facilitate centering; - safely incorporate conditioning principles into dance training, thus encouraging the development of powerful and resilient dancers; - understand the interplay between gravity and rhythm, space and energy to shape phrasing; and - sequence exercises effectively using helpful graphs and planning guides. Part III, "Class Presentation," covers essential issues such as pacing, making good corrections, building images to enhance movement learning, and collaborating successfully with musicians. Finally, part IV, "Professional Concerns," embraces important issues that touch the teaching professional, such as how to objectively analyze and critique a very subjective subject--the body--and how to maintain a healthy body, mind, and spirit. Learning Aids: Investigations and Reflections Each chapter is followed by a series of investigations and a reflection designed to challenge and inspire students and teachers. The investigations are concise exercises that explore theories both in and out of the classroom. They cover a range of activities including writing, drawing, chart making, observing, and experiential processing. The reflections provide insight to a dancer's world. Told through the eyes of a dance teacher, these narratives unveil the intangibles that are taught in dance, such as breathing, centering, playfulness, presence, and discipline. Teacher Resources The appendixes are full of practical tools, including a sample syllabus, sample grading policies, placement goals for four levels of technique, and assessment and evaluation forms. Throughout the book, abstract and highly imagistic photographs by dance photographers Erika Dufour and William Frederking provide a powerful visual stimulus that captures mood, motion, and emotion. This book provides dance students the information and theory necessary to begin the task of teaching. For seasoned teachers, it will inspire new questions and introduce new possibilities. Either way, readers will unleash a world of potential with Harnessing the Wind.
A Toolkit of Motivational Skills by
How do you motivate someone to change a pattern of behaviour? This is an issue faced daily by professionals working in healthcare and criminal justice systems. Motivational interviewing is a style of communication developed for working with substance abuse, but found to be effective for work with a variety of people who are struggling with the idea of behaviour change. This workbook is a complete guide to the motivational approach for any professional who needs to help others to change.
Teaching Skills in Further and Adult Education by
This best-selling text has been fully revised and updated for the new City & Guilds 7302 award and stages one and two of the 7407 award. As well as being endorsed by City & Guilds and written in line with the new awards, the book benefits from David Minton's experience in teaching FE and Adult Education teachers. He is able to provide insight into practical aspects of how to manager a classroom and get the job done in sometimes difficult circumstances.
Creative Movement and Dance in Groupwork by
A strong link exists between movement and emotions. This innovative book explores that link and provides 180 practical activities with a clear rationale for the use of dance movement to enrich therapy programmes. It presents an inspiring range of session ideas and insights. It features session plans divided into warm-ups, introductions to themes, development of themes and warm-downs. It explores many areas including developmental movement processes, non-verbal communication, and expression communication.
Dance and age inclusive practice : pathway to practice for dance leaders bringing different age groups together in their communities by 
Dance Teacher's Survival Guide by
Dance lessons have the potential to be exciting, creative and fun. They can be a time for children to explore ideas about the world they live in, experiment with the ways their bodies move and learn to appreciate this most physical of art forms by combining it with others...Or they can be your worst nightmare This very down-to-earth book is written for Primary and Secondary school teachers who are faced with teaching their students Dance as part of the national curriculum, but who have no specialist dance training. This book shows how to do it. Ideas in this book will also be of interest to community groups, nursery teachers and other professionals working creatively with children. The book explains how to structure a lesson, set and develop tasks, and gives specific examples of tried and tested things to say and do to get the children moving creatively. There are also seven different schemes of work suggested for Key Stages 1-3.
The Art of Dance in Education by
This text offers a theoretical and practical framework for the teaching of dance in education. Jacqueline Smith-Autard seeks to bridge the gap between the theory and practice of teaching the art of dance by: examining the processes of composing, performing and appreciating dances; and analyzing how dance education can contribute towards artistic, aesthetic and cultural education. This second edition is updated to cover developments in teaching practice.
Teaching and Supporting Learning in Further Education by
The second edition of this popular text has been revised and updated to reflect the latest developments in the qualifications for new and in-service teachers in further education. Including a new introduction and a new chapter on theories of teaching and learning, this practical book provides guidance and materials to help teachers meet the standards of practice at all three stages of their professional development: introduction, intermediate and certification.
