Dance Teaching Methods and Curriculum Design: Comprehensive K-12 Dance Education

Undergraduate text for dance pedagogy courses. Professional reference for preK-12 dance teachers.

Table of Contents:
Part I. Teaching Dance Chapter 1. Envisioning Dance Education Defining Dance and Dance Education Distinguishing Between Dancers and Dance Educators Teaching Dance in the 21st Century Relating Standards for Dance to Dance Education Understanding the Teaching and Learning Process Model in Dance Summary Application Activities Chapter 2. Teaching Dance From a Holistic Perspective Comprehensive Dance Knowledge Model Supportive Knowledge Dance Training, Conditioning, and Wellness Technique and Choreography Education Theories for Teaching Dance Artistic Development Summary Application Activities Chapter 3. Observing and Analyzing the Teaching and Learning Situation Understanding Observation Techniques in the Dance Class Applying Kinesiology Observation to Dance Developing Observation Skills Summary Application Activities Chapter 4. Guiding Students in Learning Dance Three Styles of Student Learning Three Stages of Motor Learning Movement–Language Connection in Dance Constructing the Dance Class Summary Application Activities Chapter 5. Understanding Dance Teaching Methods Choosing a Presentational Method Teaching Strategies for the Dance Class Teaching Methods for Specific Dance Forms Understanding Music and Accompaniment in the Dance Class Summary Application Activities 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 Application Activities Chapter 7. Analyzing the Learner and the Learning Environment Understanding Characteristics of Different Learners Developing Social and Emotional Behaviors in the Dance Class Understanding Dance and the Dance Teacher in K-12 Education Characterizing the Community Identifying Values in the Community Summary Application Activities 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 Application Activities Part II. Lesson Plans Chapter 9. Developing the Lesson Plan Setting Up Effective Dance Learning Experiences Describing the Lesson Plan Relating Objectives or Outcomes to a Learning Taxonomy Summary Application Activities Chapter 10. Selecting Appropriate Assessment Strategies for Dance Using Assessment Techniques in the Dance Class Grading Students’ Work Summary Application Activities Chapter 11. Writing and Delivering the Lesson Plan Writing the Lesson Plan Teaching the Lesson Exploring Other Options Summary Application Activities Part III. Curriculum Plans Chapter 12. Creating a Curriculum Surveying Options for Discipline-Based Dance Curriculum Models Starting the Instructional Design Process Writing a Dance Curriculum Formally Evaluating Dance Curricula and Programs Summary Application Activities Chapter 13. Sample Units for Dance Forms Overview of Dance Forms Teaching Overview Content Overview Unit 13.1: Creative Movement and Creative Dance Unit 13.2: Folk Dance Unit 13.3: Cultural Dances of Africa Unit 13.4: Mexican Folkloric Dance Unit 13.5: Square Dance Unit 13.6: Contra Dance Unit 13.7: Line Dance Unit 13.8: Social Dance Unit 13.9: Ballet Unit 13.10: Modern Dance Unit 13.11: Jazz Dance Unit 13.12: Tap Dance Unit 13.13: Hip-Hop Dance Unit 13.14: Dance Fitness 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 Appendix

About the Author :
Gayle Kassing, PhD, has performed professionally in ballet, modern dance, and musical theater. She has a BFA in ballet and theater, an MA in modern dance, a PhD in dance and related arts from Texas Woman’s University, and an MAT in K-12 education with media. She has taught in universities in Nebraska, Illinois, and Florida as well as in public schools, dance studios, and regional ballet companies. She has authored or coauthored numerous books on dance and ballet methods and instruction. Kassing, who has been an acquisitions editor at Human Kinetics, has presented at state, national, and international conferences and has worked as a dance consultant providing dance professional development workshops for K-12 and university dance educators. In 2010, she was named the National Dance Association Scholar/Artist, and in 2016 she was designated as the 2016-2017 National Dance Society Scholar. Danielle Jay Kirschenbaum was 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. Kirschenbaum lives in Sycamore, Illinois. Her favorite leisure-time activities include spending time with her relatives and close friends, reading, and choreographing.