Discipline-based dance education : a translation and interpretation of discipline-based art education for the discipline of dance ... /

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Thesis (M.A.)--Texas Woman's University, 1991. Includes bibliographical references (leaves 67-70). Also available as microform. Abstract.

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Résumé Cet article tente de dégager les objectifs sur le terrain et les stratégies pédagogiques de deux enseignantes de danse oeuvrant au secondaire. Cette analyse de cas a fait ressortir « l'acquisition de capacités d'appréciation chorégraphique » comme l'un des cinq grands thèmes d'enseignement de la classe de danse. La description des stratégies pédagogiques déployées pour l'atteinte des sous-objectifs centraux et des sous-objectifs complémentaires a permis la mise au jour des détails événementiels en rapport avec les occasions d'apprentissage esthétiques offertes. La mise en relation de ces connaissances du terrain de l'enseignement avec les propositions théoriques disponibles en éducation esthétique met en évidence des liens et des ruptures entre la théorie et la pratique de l'éducation esthétique en classe de danse scolaire.
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This study aims at translating and applying Howard Gardner's theory of Multiple Intelligences (MI), to the ballet technique class. Its purpose was to conceive, describe and illustrate teaching strategies aiming at the stimulation and development, within the ballet technique class, of each of the intelligences as defined by Howard Gardner (1983). This thesis resulted from a desire to enrich traditional dance pedagogy within the ballet technique class. To achieve these goals, the following methodological steps were respected: 1) Pertinent literature was reviewed to investigate each intelligence's proper identity and characteristics; 2) From this emerged an analytical framework which was applied to four sources of information: (a) observations gathered from viewing ballet technique classes, (b) literature pertaining to teaching and learning within dance and physical education (c) reflections on my personal experience as a dance teacher, student, and performer and (d) literature pertaining to teaching strategies used to stimulate the intelligences within academic subjects ; 3)This information was summarized into a theoretical discussion, which examined when and how each intelligence is solicited within the ballet technique class. 4) Based on this discussion, 65 possible teaching strategies to stimulate each intelligence, were conceived and described, along with some examples of coherent and concrete learning activities. This thesis concludes that by examining the ballet technique class through the lens of Gardner's theory, there arises an immense scope of possibilities for pedagogical innovation within the ballet technique class. By diversifying their pedagogical strategies, teachers can offer their students more individualized instruction. This can contribute to feasible and long ­lasting learning, the gain of higher intellectual competency, learning that can be transferred to real and significant situations and an awareness of the interconnectedness of subjects. These goals are also shared by the constructivist learning model and critical pedagogical theory, with their emphasis on multiple perspectives, authentic activities, and real-world learning environments (Fosnot, 1996; Ottey, 1996). Key words: Multiple Intelligences Teaching Strategies Ballet Technique Class
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