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Transforming Dance, Transforming Education

Transforming Dance, Transforming Education. Brenda Pugh McCutchen , M.F.A. Professor, Choreographer, Writer, Consultant. Overarching Questions. What makes an academically-rigorous, holistic educational dance curriculum? Should it be basic to every child’s education?

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Transforming Dance, Transforming Education

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  1. Transforming Dance, Transforming Education Brenda Pugh McCutchen, M.F.A. Professor, Choreographer, Writer, Consultant

  2. Overarching Questions • What makes an academically-rigorous, holistic educational dance curriculum? • Should it be basic to every child’s education? • What needs to happen to make it a reality? • What is my role in this?

  3. From South Carolina to Singapore

  4. Describing rigorous programs • Teaching dance as a complete art form • Includes performing, but more… • Emphasizes three artistic processes • Holistic model • Incorporates cultural studies in dance

  5. Why dance is marginalized • Unfamiliar with holistic model • Seen as unrelated to academic growth • Unaware of the depth of the discipline • Oblivious to dance’s complexity • Unaware of developmental impact • Performances considered entertainment To remedy, create a complete processed-driven program taught with artisticandacademicintegrity

  6. What a holistic dance model is • Process-driven • Integrates all three artistic processes • Higher-order thinking • Analytical, creative, innovative • Intellectually challenging • Personal inquiry, investigation • Collaborative team work

  7. How a 6 DC model contributes The 6 DC promotes multiple forms of dance literacy (Teaching Dance as Art in Education)

  8. Why this model works in education • Literacy in dance • Literacy across disciplines • Multi-dimensional methods of inquiry • Taught by fully certified dance teachers Dance Well-prepared dance specialist Education Dance Education

  9. Integration of the holistic model • Performance integrated with curricular content • Organic performance venues • Informal showings • “Informances” • Works-in-progress • Lecture-demonstrations • Studio and main stage performances

  10. Aim of process-based pedagogy • Advances 4 developmental areas • Cognitive • Physical • Artistic • Psycho-social • Emphasizes all three artistic processes • Child-centered and age appropriate • Nurturing pedagogy

  11. Transforming education withholistic model • Dance accomplishes needed 21st century competencies • Challenge • Creativity • Communication • Collaboration • Complex and critical thinking

  12. Transforming dance education • Advocacy and Action • Create an arts coalition • Teacher certification • Teacher preparation programs • Create a strategic plan • Long and short range plans • Include all key stakeholders

  13. In closing… • Plan for the academic future…now • Advocate holistic educational dance • Advance process-based curriculum • Promote multiple forms of literacy • Advance child development • Be dance’s voice

  14. Additional InformationWorkshops • Wednesday, July 17 • 2:15-3:45 “Coherent Critique” • 4:15-5:45 “Coherent Critique” • Thursday, July 18 • 10:30-12:00 “Cohesive Composition” • 1:30-3:00 “Cohesive Composition” Brenda Pugh McCutchen www.dancecurriculumdesigns.com brenda@dancecurriculumdesigns.com

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