“I wanted to be Darcey Bussell”: Motivations and expectations of female dance teachers

Dance, analogous to professional sport, constitutes an interesting occupation in that there are relatively few vocations in which the athleticism of the body is inextricably linked to the ability to perform and teach. Dance-teachers could pursue teaching as a career as a way to remain involved in the physicality of dance to maintain a sense of self as a dancer. Dance-teachers make up a large proportion of the professional dance world in the United Kingdom and yet little is known about their role, training, continuing professional development and motivations to engage in a dance-teaching career. To address this lacuna, research was undertaken with ten female dance-teachers (24 to 71 years). Thematic analysis was used to analyse the data, from which two key themes emerged as salient: (i) staying in dance; (ii) dance teaching as a career: challenges and skills. Pursuing a career in dance-teaching was viewed as a way to maintain a sense of self as a dancer. Participants who had been dance-performers appeared to view teaching as a natural career progression. The complex skills required of a dance-teacher were highlighted and participants positioned dance-teaching as a highly specialist career

Adapting robot behavior to user's capabilities: a dance instruction study.

The ALIZ-E1 projects goal is to design a robot companion able to maintain affective interactions with young users over a period of time. One of these interactions consists in teaching a dance to hospitalized children according to their capabilities. We propose a methodology for adapting both, the movements used in the dance based on the users cognitive and physical capabilities through a set of metrics, and the robots interaction based on the users personality traits

"Dance has connected me to my voice": the value of reflection in establishing effective dance pedagogy.

A variety of teaching pedagogies are used to teach dance which is now a compulsory core subject in the Arts and also taught in physical education. In this paper, I argue for the importance of a learner-centred pedagogy grounded in reflective practice. This forms a basis for developing a teaching approach that not only enriches students' artistic learning but develops their confidence as dancers and as people. Based on ongoing research with student dancers, I suggest that using reflective practice in teaching dance not only challenges dance educators to keep their pedagogy dynamic, but also creates a space in which teachers can respond more effectively to the needs of particular groups or individual students

Sustaining dance education in New Zealand: Some issues facing pre-service, primary teacher educators

In the area of Dance Education particularly in a primary education context there are several publications on how to teach dance from a variety of philosophical standpoints (Stinson, 1997; Gough, 1999; Autard-Smith, 2002; Cone and Cone, 2005; McCutchen, 2006). Recent research into dance pedagogy analysed the concepts and approaches to creativity by three specialist dance teachers within a primary context in the United Kingdom (Chappell, 2007). Several dance researchers in New Zealand (Bolwell, 1998; Hong, 2000; Renner, 2006; Buck, 2007) have focused on Dance Education within a primary school context from the following angles: developing dance literacy, primary teachers’ voices in relation to teaching dance, approaches to curriculum dance, analysis of children’s reflections to live dance performance, and dance and interdisciplinary arts. However the issue of sustainable dance education for pre-service primary educators has not been examined. This paper explores some of the challenges facing dance educators working with pre-service primary teachers in the New Zealand context and reports on a particular cohort of student viewpoints

Standing strong: Pedagogical approaches to affirming identity in dance

In this paper, I reflect on research undertaken with third year University students in dance. To contextualise my research, I begin by providing a brief introduction to my specific approach to feminist and phenomenological research in dance, outlining an epistemological strategy of embodied ways of knowing. Discussion of narrative methodologies follows, leading into an autoethnographic narrative based on the research with students. Rich material drawn from students’ assessments, my class plans and teacher’s recollections are woven together in the form of an autoethnographic narrative. This narrative allows me to feature the students as characters and to highlight their specific experiences of masculinity and femininity, cultural difference and embodiment within their varied dance knowledges. Reflecting through and on the narrative, I derive key pedagogical approaches from my own teaching and learning experiences. I conclude by suggesting that pedagogical approaches involving embodied ways of knowing may potentially support students to affirm their identity through dance

PEMBELAJARAN TARI BEDANA PADA SISWA KELAS VIII DI SMP KARTIKA XIX-2 KPAD BANDUNG

Skripsi yang telah ditulis ini berjudul “Pembelajaran Tari Bedana pada Siswa Kelas VIII di SMP Kartika XIX-2 KPAD Bandung”. Permasalahan yang diangkat adalah ingin mengetahui proses dan hasil pembelajaran tari bedana pada siswa SMP kelas VIII. Tari bedana ini adalah salah satu tarian yang berasal dari daerah Lampung, yang dijadikan bahan ajar untuk melakukan penelitian. Rumusan masalah yang ditulis oleh peneliti yaitu, bagaimana konsep pembelajaran tari bedana pada siswa kelas VIII SMP Kartika XIX-2 KPAD Bandung, bagaimana proses pembelajaran tari bedana pada siswa kelas VIII SMP Kartika XIX-2 KPAD Bandung, bagaimana hasil pembelajaran tari bedana pada siswa kelas VIII SMP Kartika XIX-2 KPAD Bandung. Tujuan dilakukan penelitian ini adalah untuk melihat pembelajaran tari melalui materi tari bedana pada siswa SMP kelas VIII. Metode yang digunakan ialah metode desktiptif analisis dengan menggunakan sampel purposive sampling. Dari hasil penelitian menunjukan bahwa pembelajaran tari bedana merupakan salah satu materi pembelajaran tari yang dapat menjadi mengakomodir siswa perempuan dan laki-laki. Dengan demikian dapat disimpulkan bahwa pembelajaran tari bedana pada kelas VIII dapat dijadikan salah satu alternatif materi pembelajaran tari pada siswa dalam mengikuti pembelajaran tari.;--- The thesis was entitled “Teaching bedana dance of the eight student’s at Junior High School of Kartika XIX-2 KPAD Bandung”. The problem is about the process and the result of learning Bedana dance in eight student’s of Junior High School. Bedana dance is one of the traditional dance in Lampung province, that also an instructional materials used in the research. The formula of the problems is to know how is the concept of teaching Bedana dance Eight student’s of junior high school, how is the process of teaching Bedana dance Eight student’s of junior high school, and how is the result of teaching Bedana dance Eight student’s of junior high school. The objective of the research is to know the Bedana dance teaching material given in Eight student’s of Junior High School. The method of the research was descriptive analysis by using pursosive sampling. The result of the research showed that teaching Bedana dance was one of the dance teaching material for accommodate students both female and male. In conclusion, teaching Bedana dance can be an alternative dance teaching material for student’s learning dance

Salsa Dance and Perceived Mental Health Benefits: A Servant Leadership Theory-Driven Study

The purpose of the current study was to assess servant leadership dimensions, perceived mental health benefits, and correlations between the two following an eight-week servant leadership theory-driven salsa dance programme taught to novice learners at a West Midlands, UK university. Upon completion of the salsa dance programme (frequency – once per week, intensity – moderate-to-vigorous physical activity, time – 90 minutes, type – group-based Cuban style salsa dance), a paper questionnaire was administered to the participants to complete in person. The questionnaire contained 18 items related to servant leadership dimensions (authenticity, empowerment, humility, standing back, and stewardship) in terms of the teaching and learning of salsa dance and four items related to perceived mental health benefits (mood enhancement, self-confidence, skill mastery, and social well-being). Authenticity and stewardship were rated higher in females when compared to males. Differences were found between perceived mental health benefits in both females and males with mood enhancement rated highest in both genders. This is the first study we are aware of to have applied principles of servant leadership in the teaching of salsa dance as a leisure-time physical activity. Servant leadership may have facilitated the high perceived mental health benefits observed

MODEL PEMBELAJARAN SENI TARI BERBASIS QUANTUM TEACHING UNTUK MENINGKATKAN KEMAMPUAN BERKARYA TARI SISWA : Studi Eksperimen Pada Siswa Kelas VII SMP N 9 Bandung

Penelitian ini berjudul Model Pembelajaran Seni Tari Berbasis Quantum Teaching Untuk Meningkatkan Kemampuan Berkarya Tari Siswa (Studi Eksperimen Pada Siswa Kelas VII SMP N 9 Bandung). Dilatarbelakangi oleh kurangnya kemampuan berkarya tari siswa dalam pembelajaran seni tari pada kriteria eksplorasi, improvisasi, dan membentuk. Penelitian ini menggunakan 3 rumusan masalah yaitu 1) Bagaimana kemampuan berkarya tari siswa kelas VII SMP N 9 Bandung sebelum menggunakan model Quantum Teaching. 2) Bagaimana kemampuan berkarya tari siswa kelasi VII SMP N 9 Bandung dengan menggunakan model Quantum Teaching. 3) Bagaimana hasil kemampuan berkarya tari siswa kelas VII SMP N 9 Bandung sesudah menggunakan model Quantum Teaching. Penelitian ini bertujuan untuk memperoleh data mengenai peningkatan kemampuan berkarya tari siswa dengan menggunakan model Quantum teaching dalam pembelajaran seni tari pada siswa kelas VII SMP N 9 Bandung. Metode yang digunakan dalam penelitian ini adalah eksperimen yaitu Pre-experimental design. Temuan penelitian ini, kemampuan berkarya tari merupakan kemampuan yang ada didalam diri siswa yang meliputi eksplorasi, improvisasi, dan membentuk. Hasil uji t yakni t_hitung 6,71 lebih besar dari t_tabel 1,690. Sebagai simpulan dalam penelitian ini jelas aplikasi model pembelajaran Quantum Teaching untuk meningkatkan kemampuan berkarya tari siswa pada pembelajaran seni tari di SMP N 9 Bandung mengalami peningkatan yang signifikan. ; The research title of Dance Art Learning Model Based on Quantum Teaching Learning is to Increase Student’s Dance Ability in Seventh Grade in SMPN 9 Bandung. The reserve side by student’s less ability of dance art learning on explorastion, improvisation, and shape criteria. This research is using threw research questions that is 1) How student’s less ability in seventh grade in SMPN 9 Bandung before using Quantum Teaching learning method. 2) How the student’s ability in seventh grade in SMPN 9 Bandung using Quantum Teaching learning method. 3) How the result of student’s dance ability after using Quantum teaching learning method. The aim of the research is to get data in raising of student’s dance ability in seventh grade in SMPN 9 Bandung. This research is using pre-eksperimental design method. It’s finding research is, student’s dance ability is a talent constitute whice include exploration, improvisation, and shape. The result of t is tcount 6.71 is bigger than ttabel 1.690. as a conclusion of this research Quantum Teaching learning method is to increase the student’s art dance ability in SMPN 9 Bandung is significant increase

WhoLoDancE: Towards a methodology for selecting Motion Capture Data across different Dance Learning Practice

<p>In this paper we present the objectives and preliminary work of WhoLoDancE a Research and Innovation Action funded under the European Union‘s Horizon 2020 programme, aiming at using new technologies for capturing and analyzing dance movement to facilitate whole-body interaction learning experiences for a variety of dance genres. Dance is a diverse and heterogeneous practice and WhoLoDancE will develop a protocol for the creation and/or selection of dance sequences drawn from different dance styles for different teaching and learning modalities. As dance learning practice lacks standardization beyond dance genres and specific schools and techniques, one of the first project challenges is to bring together a variety of dance genres and teaching practices and work towards a methodology for selecting the appropriate shots for motion capturing, to acquire kinetic material which will provide a satisfying proof of concept for Learning scenarios of particular genres. The four use cases we are investigating are 1) classical ballet, 2) contemporary dance, 3) flamenco and 4) Greek folk dance.</p

«NEOCLASSICAL SCENIC METHOD IN THE SPECIALIZATION "CONTEMPORARY VARIETY DANCE'' ON THE EXAMPLE OF THE TEACHING OF DISCIPLINE "CLASSICAL DANCE" OF THE KYIV MUNICIPAL ACADEMY OF CIRCUS AND VARIETY ARTS MID-TEENS OF THE XXI CENTURY»

The analysis of the study of neoclassical ballet style in the program of the discipline of specialization "contemporary variety dance" of Kyiv Municipal Academy of Circus and Variety Arts. Analyzes the research on this issue. It determines the characteristics of artistic method of teaching of discipline "Classical dance" with specialty "Performing Arts", specialization "contemporary variety dance'' of Kyiv Municipal Academy of Circus and Variety Arts. The analysis the first and last stages of training on the subject "Classical dance". Examples of lesson − the exercises sur la barre, a la centre, allegro, jumps, turns and neoclassical variations.Keywords: neoclassical style, contemporary variety dance, stage technique, artistic and creative process, teaching of discipline