Teaching Creative Dance for Elementary School Children - A Case Study for a Creative Dance Class in New York
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Currently, dance programs for developing students’ creative capacity have been increased. In addition, there has been much research about a creative dance curriculum, a teacher’s perception or an efficacy of creative dance, etc. For example, von Rossberg-Gempton, Irene Elisabeth’s dissertation(1998) which is creative dance: potentiality for enhancing psychomotor, cognitive, and social-affective functioning in seniors and young children showed that creative dance can enhance physical, social, and emotional growth in children and frail adults. Moreover, Senft Miller, Erick Dietlinde(1999) explored children’s creative dance through the lens of play. This study contributed to reveal the inside view of how teachers understood and negotiated their roles in building and guiding the creative dance class experience. This study identifies how creative dance classes are taught and what teaching procedures are used in creative dance classes for elementary school children. This study also focuses on how a dance performance is created by children and how to introduce creative processes to children in their local community. In order to better understand creative dance, this study presents the format of a creative dance class and the structure of outreach dance programs by information in the public domain. The findings indicated that creative dance teachers teach children in a formalized format using creative dance activities, and lead children in creating a dance performance. Moreover, to enhance creative processes, outreach dance programs can be executed by both teachers and students.
Abstract
Currently, dance programs for developing students’ creative capacity have been increased. In addition, there has been much research about a creative dance curriculum, a teacher’s perception or an efficacy of creative dance, etc. For example, von Rossberg-Gempton, Irene Elisabeth’s dissertation(1998) which is creative dance: potentiality for enhancing psychomotor, cognitive, and social-affective functioning in seniors and young children showed that creative dance can enhance physical, social, and emotional growth in children and frail adults. Moreover, Senft Miller, Erick Dietlinde(1999) explored children’s creative dance through the lens of play. This study contributed to reveal the inside view of how teachers understood and negotiated their roles in building and guiding the creative dance class experience. This study identifies how creative dance classes are taught and what teaching procedures are used in creative dance classes for elementary school children. This study also focuses on how a dance performance is created by children and how to introduce creative processes to children in their local community. In order to better understand creative dance, this study presents the format of a creative dance class and the structure of outreach dance programs by information in the public domain. The findings indicated that creative dance teachers teach children in a formalized format using creative dance activities, and lead children in creating a dance performance. Moreover, to enhance creative processes, outreach dance programs can be executed by both teachers and students.
참고문헌 (36)
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