Dance Education around the World: Perspectives on dance, by Charlotte Svendler Nielsen, Stephanie Burridge, Sir Ken

By Charlotte Svendler Nielsen, Stephanie Burridge, Sir Ken Robinson

Сборник статей о хореографическом образовании в различных странах мира. In Dance schooling world wide: views on Dance, youth and alter, writers around the globe come jointly to mirror, touch upon and proportion their services and stories. The settings are drawn from a spectrum of nations with contributions from Europe, the Americas, the center East, Asia, the Pacific and Africa giving insights and clean views into contrasting principles, philosophies and ways to bop schooling from Egypt to Ghana, Brazil to Finland, Jamaica to the Netherlands, the united kingdom, united states, Australia, New Zealand and extra.

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These trends emerged with competing pedagogies of elite training for those with cultural and economic capital juxtaposed against an education in dance for all. The discourses of dance education Divergent orientations to dance learning emanating from early influences led to varying and contested global discourses of dance education – there are commonalities such as the use of Laban’s models, physical education and arts advocacy, and debates around pedagogical approaches. Such strands are central to understanding dance in the Australian curriculum.

What kind of a dancing leader would you be if you don’t have your dancing followers? Everyone was willing to join in and take part. It turned out that the favourite move was when we placed both our hands on the floor at the same time as lifting up one leg. Then we repeat the same move but with the other leg. Sid would find a way to extend this even further. (learning story, written by Sally, July 2008) The learning story expands to include another young child in the toddler group as Victor emerged as a contributor to the group dance choreography.

Both the past and the future inhabit the present. The purpose is to bring that past and future into the present to effect change – the analytical and synthetical phase – when one consciously “re-enters the lived present” (Pinar, 2004: 37). Change, especially for the emergence of agency in teachers’ and young children’s lives, creates a space for a re-visioned pedagogy within early childhood settings. As educators Stephanie Springgay and Debra Freedman point out: Currere . . provides students and teachers with an embodied understanding of the interrelations between knowledge, life experiences, and social reconstruction.

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