Dance Education in the Digital Era T he 18th Café Convergence Time and Date: 14:15 – 17:30, 27th of May, 2010 “Applying Digital Concept for Arts and Creative Thinking” Ann Kipling Brown, Ph.D. Arts Education Program Faculty of Education University of Regina Saskatchewan, Canada

Arts Education Program In 1982 the Arts Education Program in the Faculty of Education, University of Regina was born.

Purposeful goals and programming Openness Reflection

The program offers: A five year BEd degree in Arts Education A BEd After-Degree in Arts Education for students in one of the arts areas – dance, drama, literature, music, visual art, Film & Video, Indian Art, or another suitable area Graduate courses (both masters and doctorate) and supervision in Arts Education

The program includes: Study in five arts areas – dance, drama, literature, music and visual art Major and minor in the arts areas Full teacher certification BA embedded in the Bed Degree K – 12 School, community and off-campus experiences

The program consists: First year introductory courses in arts, fine arts, and education Second year education course in the 5 arts areas – dance, drama, literature, music and visual Third year students choose areas of major and minor specialization Fourth & Fifth years students continue courses in education, aesthetic education, educational psychology and methodology in the arts Preinternship and internship experiences

Graduates of the program: Teaching positions in K- 12 education as specialists or general classroom teachers Community settings Gallery and museum programs Other related fields

Connections with public school curriculum: The Arts Education curriculum has been developed for ALL students in the province of Saskatchewan. For this reason, the program is broad in scope and includes a diverse range of arts experiences. "Arts" includes fine arts, popular arts, traditional arts, craft, commercial arts and functional arts, with the understanding that there is much overlap among these categories. To fully appreciate the arts throughout life, students need to study each of the four strands of the program. The Arts Education curriculum is structured, through the inclusion of the three following components, creative/productive, critical/responsive, cultural/historical.

Saskatchewan Arts Education Curriculum Dance Strand The dance program encourages students to explore and to discover dance in a meaningful way, and enables them to express themselves through a non-verbal means of communication – the “ language ” of dance.

Dancing together

The dance strand provides students with opportunities to: participate in creative dance and learn social and cultural dances develop their dance techniques and deepen their spatial and kinesthetic awareness (the internal feelings of the body's muscles and joints) create dances using a problem-solving approach when exploring and developing movement to express personal ideas and feelings further their understanding of dance by examining the role of dance in cultures and societies, past and present view and respond to dances of various styles.

My responsibility in the Arts Education program: dance educator professional studies in dance dance content design

University & High School students working together

Dance Major and Minor students follow specific courses in: Anatomy and biomechanics Creative dance Contemporary dance forms Curriculum in dance Dance in a cultural context Choreography Notation History of dance Social and folk dance

Dance Education

It is suggested that dance teachers should be concerned with: the overall development of the child age appropriate dance experiences recognized dance forms should be introduced at an age when the child is able to understand and make choices about the style of dance they wish to follow Experiences for the young child should be more comprehensive and concerned both with personal expression as well as technical ability. The process of dancing with experiences in creating and expressing ideas as well as performance opportunities in the classroom and public arenas should be part of the program. Educational Aims for Dance

To Dance an Art Form We want to study dance to explore the movement and aesthetic qualities of the various dance forms, to develop creative abilities and imagination and to create dance.

Rudolf Laban ( )

Laban’s work Role of movement in education Role of movement in the arts Role of movement in industry

Dance and Technology

Importance of technology in dance Greater access to information Varying modes of presentation Communication of ideas in a variety of exciting of ways

“ Of all arts forms, dance has probably been the slowest to adopt technology. In part, this reflects the reluctance of dancers and choreographers to let anything get between them and the live kinesthetic experience. But it also reflects the fact that useful tools have been slow to develop in a market with limited commercial opportunity” Calvert, Wilkie, Ryman and Fox in the article Applications of Computers to Dance, published by the IEEE Computer Society

Merce Cunningham Lisa Naugle Choreography

Websites Examples: ArtsAlive Dance Collection Danse Alexander Street Press

Dance History Course

Dance Resources

Ken Jenkins Project: Film and Dance University Students Grade 3 & 4 students Leader Film Assignment Dance