Each lesson plan includes explanations as to what skills the pupils will be learning, methods for teaching these skills and ways in which the teachers can customize the plans to meet the specific needs of their students and the curriculum.
Table of Contents:
Preface
Acknowledgments
Part I: Dance Pedagogy: What You Need to Know About Teaching and Learning Dance
Chapter 1. Envisioning Dance Education
Defining Dance and Dance Education
Distinguishing Between Dancers and Dance Educators
Relating National Standards for Dance to Dance Education
Understanding the Teaching and Learning Process Model in Dance
Summary
References
It's Your Turn
Chapter 2. Teaching Dance and Cross-Disciplinary Knowledge
Identifying the Seven Cross-Disciplinary Categories of Dance Knowledge
Dance Content for the Teacher
Supportive Knowledge and Other Knowledge
Physiological Training and Conditioning
Technique and Choreography
Applying Education Theories in the Dance Class
Summary
References
It's Your Turn
Chapter 3. Observing and Analyzing the Teaching and Learning Situation
Understanding Observation Techniques in the Dance Class
Developing Observation Skills
Summary
References
It's Your Turn
Chapter 4. Guiding Students in Learning Dance
Understanding How Students Learn Movement
Constructing the Dance Class
Summary
References
It's Your Turn
Chapter 5. Understanding Dance Teaching Methods
Choosing a Presentational Method
Teaching Strategies in the Dance Classroom
Teaching Methods for Specific Dance Forms
Understanding Music and Accompaniment in the Dance Class
Summary
References
It's Your Turn
Chapter 6. Organizing and Managing the Dance Class
Creating a Positive Learning Atmosphere
Managing the Dance Classroom
Dealing With Student Behaviors in the Dance Classroom
Developing a Philosophy of Teaching Dance
Summary
References
It's Your Turn
Chapter 7. Analyzing the Learner and the Learning Environment
Understanding The Learner
Developing Psychosocial Behaviors in the Dance Class
Understanding Dance and the Dance Teacher in Public Education
Characterizing the Community
Identifying Values in the Community
Summary
References
It's Your Turn
Chapter 8. Categorizing Dance Forms and Their Artistic Demands
Gathering Content Information to Teach Dance
Identifying Characteristics of Dance Forms
Understanding the Format of the Dance Class
Dance and Other Disciplines
Utilizing Principles of the Dance Form
Teaching Artistic Development
Summary
References
It's Your Turn
Part II: Implementing Dance Pedagogy: What You Need to Do to Create a Dance Curriculum
Chapter 9. Developing the Lesson Plan
Setting Up Effective Dance Learning Experiences
Describing the Lesson Plan
Relating Objectives to a Learning Taxonomy
Summary
References
It's Your Turn
Chapter 10. Selecting the Appropriate Assessment Tools for Dance
Using Assessment Techniques in Dance Class
Grading Students' Work
Summary
References
It's Your Turn
Chapter 11. Writing and Delivering the Lesson Plan
Writing the Lesson Plan
Teaching the Lesson
Exploring Other Options
Summary
It's Your Turn
Chapter 12. Creating a Curriculum
Designing the Dance Program Curriculum
Surveying Four Options for Dance Curriculum Models
Developing the Components of a Dance Curriculum
Writing a Dance Curriculum
Developing and Evaluating Dance Curriculum and Programs
Summary
References
It's Your Turn
Chapter 13. Sample Units for Dance Forms
Overview of Dance Forms
Teaching Overview
Content Overview
Creative Movement and Creative Dance Unit
Teaching Overview
Content Overview
References
Selected Resources
Folk Dance Unit
Teaching Overview
Content Overview
References
Selected Resources
Square Dance Unit
Teaching Overview
Content Overview
References
Selected Resources
Contra Dance Unit
Teaching Overview
Content Overview
References
Selected Resources
Social Dance Unit
Teaching Overview
Content Overview
References
Selected Resources
Ballet Dance Unit
Teaching Overview
Content Overview
References
Selected Resources
Modern Dance Unit
Teaching Overview
Content Overview
References
Selected Resources
Jazz Dance Unit
Teaching Overview
Content Overview
Selected Resources
Tap Dance Unit
Teaching Overview
Content Overview
Selected Resources
Aerobic Dance Unit
Teaching Overview
Content Overview
Selected Resources
Chapter 14. Culminating Curriculum Portfolio
Depicting the Teaching Environment
Describing the Learner
Selecting Dance Content for Each Unit Plan
Devising Learning Experiences for the Dance Form
Writing the Lesson Plans
Epilogue
Appendix
Index
About the Authors
About the Author :
Gayle Kassing and Danielle M. Jay have taught dance technique and pedagogy, dance methods, and curriculum design in dance teacher education preparation programs in both physical education and fine arts departments for more than 25 years. Many of their former students are now professionals in K–12 dance education programs.
Drs. Kassing and Jay have helped write state curriculum guidelines and dance teacher certification tests and have presented nationally on teaching methodologies. The two have coauthored one previous book, Teaching Beginning Ballet Technique. Dr. Kassing—a former publications director for the National Dance Association (NDA)—is the media author of Interactive Beginning Ballet Technique, an interactive multimedia CD-ROM for students. Both have received Outstanding Young Women of America awards from the Outstanding Young Women of America Program. Both authors hold PhDs in dance and related arts and belong to the NDA and National Dance Education Organization. Dr. Jay has served on the committee that selects the NDA Dance Educator of the Year award.
Dr. Kassing lives in Champaign, Illinois, where she is an acquisitions editor in Human Kinetics' division of Health, Physical Education, Recreation and Dance. As a professional dancer, she performed ballet, modern dance, and musical theatre. Dr. Kassing has taught dance in university physical education and fine arts departments and elementary public magnet schools. She administered university dance and fine arts programs and was a Florida Artist in Residence for two terms. She has conducted dance workshops in public schools for state departments of education, in graduate programs, and for professional organizations. In her free time, Kassing enjoys spending time with her family and close friends, walking, reading, and traveling.
Dr. Jay is a professor of dance education at Northern Illinois University. A student of ballet since the age of three, she has studied with Margaret Craske and Celene Keller at Jacob's Pillow; with David McLain, David Blackburn, and Oleg Sabline at the University of Cincinnati; and with Grace Thomas, a soloist with the Radio City Ballet. Dr. Jay lives in Sycamore, Illinois; her favorite leisure-time activities include spending time with her relatives and close friends, reading, and choreographing.
