How Technology Shapes Our Way of Teaching Dance
The first part of this paper looks at the use of technology in facilitating teaching and learning in several post-secondary institutions in Asia, Europe, and North America. The author explores the current situation with technology in dance education and in general education. While challenges and barriers still exist in applying technology in dance education, many universities have already recognized the importance of incorporating technology to enhance both teaching and learning.
The second part of the paper focuses on the integration of technology in dance education at York University in Canada. With a few modern and ballet technique classes posted online for reviewing, reflecting, and re-approaching, dance students and teachers experienced a new form of dance pedagogy. The author concludes that although the implementation of technology in dance takes time, patience, and perseverance, there is a long-term positive impact on the growth of students and on the development of the teacher.
The Grilled Cheese Express: Investigating Options for Creating an Inclusive Performance Experience Through Dance Video
The Grilled Cheese Express dance video was created while exploring video performance as an option for addressing diversity among student populations in post-secondary dance education. Instructional goals for this project included facilitating an inclusive learning experience, creating a performance work to celebrate the diverse student population of the participating community college, and modeling the use of video as a possible method for integrating technology into performance. This paper will: 1) outline the inspiration for the project through a discussion of the diverse student population of the participating community college, 2) summarize the process for creating The Grilled Cheese Express while outlining methodology used, and 3) consider researched pedagogical approaches in reflecting upon the outcome of the project.
Cultural Differences in Higher Education: A Fulbright Scholar's Experience in Berlin's Contemporary Dance Scene
Kristin Tovson articulates her experience as a 2009-2010 Fulbright Scholar in Berlin, Germany, in which she was affiliated as a guest student in the contemporary dance program at the Hochschulübergreifendes Zentrum Tanz. This paper constitutes a cross cultural case study that frames the author’s direct experience within questions of how creative practice is currently being defined in contemporary dance higher education platforms. In addition to direct participation, the author examined the roots of this particular program, interviewing other students and faculty, and also observing, in part, a formal evaluation of the program. The paper was originally presented in the context of a panel entitled “Creative Practice in Dance Pedagogy-American and European Perspectives” in which colleagues from the US provided concurrent and contrasting cultural views on creative practice trends in dance higher education. Although the author’s experience is quite specific, the paper questions what can be learned in a broader sense from a comparison of educational contexts in Europe and America and how creative practices are steering these contexts.
The Transformations of College Dance Students in Dance Teaching Practicum
Yi-jung Wu, Yu-ting Huang
Many scholars have published textbooks about dance teaching and pedagogy, including lesson plans and teaching strategies for both creative dance and stylized dance. However, few studies have found how knowledge and strategies of dance teaching are understood and implemented by dance teachers to-be. This paper will present a case study that investigated the learning processes of 41 dance students in their internship experience, which was supervised by one of the researchers, Yi-jung Wu, in Fall 2009. The qualitative research strategies were employed to collect and analyze data, including lesson plans, video-recording of student teaching, students’ papers, reflective journals, oral responses in class, and informal interviews. In this paper, the researchers will discuss the educational opinions and teaching skills that were developed among the 41 students and the issues that needed to be resolved. It is hoped that this study may shed light on the development of theory and practice of teacher education in Dance.
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