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Dance in Schools Birute Baneviciute 2008. Documents from EU 1.Changing Teaching Practises: Using Curriculum Differentiation to Respond to Students’ Diversity.

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Presentation on theme: "Dance in Schools Birute Baneviciute 2008. Documents from EU 1.Changing Teaching Practises: Using Curriculum Differentiation to Respond to Students’ Diversity."— Presentation transcript:

1 Dance in Schools Birute Baneviciute 2008

2 Documents from EU 1.Changing Teaching Practises: Using Curriculum Differentiation to Respond to Students’ Diversity. – United Nations Educational, Scientific, and Cultural Organization, Recommendation of the European Parliament and of the Council on Key Competences for Lifelong Learning. – Bruxels, 2005.http://europa.eu.int/comm/education/policies/2 010/objectives_en.html#basic

3 Documents from EU underlines Key competencies or basic skills: communication, numeral literacy, social, cultural understanding, ICT, learning to learn and etc. Competencies: knowledge and understanding, skills and values Differention and individualization Learning styles

4 Dance curriculum Dance expression: dancing, creating, presenting Dance analysis: whatching, understanding, evaluating Dance and its connections with cultural and social life

5 Aspects of dance integration Dance expression Dance analysis Dance in social and cultural life communication learning to learn cultural awareness

6 Achievements in dance achievementshow valuesskillsknowledge 1. Dance expression To be tolerant to your own body and of others 1.1. While dancing reveal dance features to be aware of body movements to understand and explore space...through creative tasks connected with space, rhythm, tempo, etc...

7 Level of achievements level domainsatisfactorybasichigher Dance expression Knows one dance style. While dancing one or two dance elements are expressed. Knows two or three dance styles. While dancing three or four dance elements are expressed. Knows a lot of dance styles. While dancing all dance elements are expressed.

8 Contents of dance education How to teach How deep, much to teach How to learn

9 Students at dance classes Tradicionaly: Learn and rehearse dances In primary school everyone in circles or in lines Mostly folk dance is used In grades don’t like dance Mostly don’t like folk dance In new way: Create dance themselves Work in groups A lot of noise, but everyone is busy Different tasks Interesting for everyone New forms of dance are appreciated

10 New paradigm of dance teacher Understanding needs of contemporary society More wide understanding of dance subject Efficient use of methods New way of evaluation Constant self reflection

11 Understanding needs of contemporary society Contradictory understanding of values of dance (dance is only for giffted, folk dance is most important) Contradictory understanding of values in dance (stylized folk dance, contemporary dance) New forms of dance (street dance, break dance, hip hop)

12 More wide understanding of dance subject Not only to teach dances Not only to rehearse dances Not only prepare for concerts and competitions Not only teach one style of dance Not only choose pop music

13 Planning dance education process Tradicionaly: I do what I have planned, and write what is needed theme “teaching waltz steps” aim – to teach waltz steps methods: showing, explaining Newly: I relate to the situation, I change and take a risk aim – to develop sence of rhythm themes “clock”, “rain”, “animals” methods: creative tasks in groups, presentations, discussions

14 Efficient use of methods Tradicionaly: showing explaining rehearsing Newly: research creation presenting reflection whatching discussions evaluation

15 New view in evaluation in arts education Paradigm of interpretation (V.Matonis, 2000) Overal artistic understanding and thinking by means of arts (creation) (M.J.Parsons, 1992) There is no the only one right decision, there is no good or bad (N.Goodman, 1976) Relativity: not what is arts, but when is arts? (N.Goodman, 1976)

16 New way of evaluation Tradicionaly: Evaluate what I see If it is done good It is as I showed Emphasize mistakes Newly: Discuss criterias Students evaluate themselves Students evaluate each other Talking and analysing Foresee changes

17 Constant self reflection I am not only implementer I teach not only what I’ve been taught I teach not only in a way how I was taught I accept all styles of learning I am interested in contemporary events in dance I am interested in contemporary education news I react to changes and events

18 Fears of dance teachers If I won’t prepare concerts I won’t get classes If I won’t participate in competitions they won’t appreciate my work Will I get dance classes this year Will it be the same classes to continue, or new ones

19 Problems There are no obligatory dance classes in schools Children don’t want to dance ?

20 Decisions - questions Is it so bad as it seems? What is good in our point of view? What will we achieve in this way? Are our goals the same? Will obligatory dance classes save the situation?

21 What to do? ?

22 DANCE!


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