DOCUMENT RESUME ED 342 726 SP 033 510 AUTHOR Knowles, Patricia; Sande, Rona TITLE Dance Education in American Public Schools. Case Studies. INSTITUTION Illinois Univ., Urbana. National Arts Education Research Center. SPONS AGENCY Department of Education, Washington, DC.; National Endowment for the Arts, Washington, D.C. PUB DATE 91 NOTE 163p.; IMPACT is an acronym for Interdisciplinary Model Program in the Arts for Children and Teachers. AVAILABLE FROMCouncil for Research in Music Education, School of Music, University of Illinois at Urbana-Champaign, 1114 West Nevada Street, Urbana, IL 61801 ($8.00). PUB TYPE Reports - Descriptive (141) -- Tests/Evaluation Instruments (160) EDRS PRICE MFol/PC07 Plus Postage. DESCRIPTORS Case Studies; Curriculum; *Dance Education; *Demonstration Programs; Elementary Secondary Education; National Surveys; *Program Descriptions; *Public Schools ABSTRACT The four case studies presented in thisreport represent results from a national survey by the NationalArts Education Research Center to identify and selectmodel schools with established curriculum-based K-12 dance educationprograms. The schools selected for the project were FillmoreArts Center (Washington, D.C.), Buffalo Academy fo: the Visualand Performing Arts (Buffalo, New York), Duxberry Park ArtsIMPACT School (Columbus, Ohio), and Jefferson High School for thePerforming Arts (Portland, Oregon). The case studies include discussionof faculty, curriculum, program goals, and facilities and equipment. The schoolswhich were observed shared several common characteristics:strong parental and community support; mutual respect among dance facultyand a unified program philosophy; frecuent communication anda positive working atmosphere; a belief in integration within contentareas and in interdisciplinary work; a curriculum that excites students;and administrative confidence and support. The appendices,which make up 75% of the document, include: a summary ofa dance instructor's survey of 110 schools; a dance education inventory; guidelines, course outlines, and examinations at the Buffalo Academyfor the Performing Arts; the Duxberry Park Arts IMPACTSchool philosophy and overview and the K-12 dance course of study inthe Columbus public schools; and information about the Dance CareerSeminar and Jefferson High School dancers 1986 repertoire.(IAH) ************************************************************,r********** Reproductions supplied by EDRS are the bestthat can be made from the original document. *********************************************************************** Patricia Knowles Ron Sande citz ral DanceEducation iNt eIt',3b% 0 f ilk.NE&sNI) la.NiktFt . N ill_,1 ..._ . it))\Ilitif y to si . PNI019° 1,4 u-t41. A 'PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY / ,1 V FK_114 `-t'l" Or- 7-71sfAffof 0 "Ir TO THE EDUCATIONAL RESOURCES (NFoRMATION CENTER (ERIC) A g . - ,AA10. ; iiirrOf r joriP ..ido, U R DEPARTMENT OF EDUCATION nth, e or ht., abonei ROSearr h and Improverhent LoucAtIONAL RE SOURCES INFORMATION NZ) CENTER IERICI I h, Ooh,nttant Aas been teproduced as rece.ved Itom the person Or OttjahrZation a or.gmatrng t Vrli r ?Amor , nanges hde been made to ,mpoove N rertwom bon guanty c:41.0 POrhIS Ot r.r.e* Or oprnroriS statedInthrsdocu ment do not neessadv represent ottroar OF RI LA)samn 01 pobry 2 BEST CPI MULE DANCE EDUCATION IN AMERICAN PUBLIC SCHOOLS Case Studies The National Arts Education Research Center at the University of Illinois Patricia Knowles Rona Sande Peggy Schwartz, Contributing Writer Council for Research in Music Education School of Music University of Illinois at Urbana-Champaign 1114 West Nevada Street Urbana, II. 61B01 1991 I.ayout and Production kditor: Martha I. Alwcs Table of Contents Foreword National Arts Education Research Center Case Study Project Report Introduction,Overview Case Studies Buffalo Academy for the Visual and Performing Arts 3 The Dance Department 4 The Faculty 5 Curriculum and Approach to Teaching Special Project 8 Administration and Finances 9 Facilities/Equipment/Instructional Materials 10 Program Goals 10 Special Features of the Program 11 Datherty Park Arts IMPACT School 12 Special Features of the School 12 Administration and Finances 14 The Dance Program 14 Fillmore Arts Center 18 Dance Curriculum and Approach to Teaching 19 Faculty 21 Administration and Finances 22 Facilities/Equipment/Instructional Materials 23 Program Goals 23 Special Features of the Program 24 Jefferson High School 25 The Dance Department 26 Performing Classes and Performance Groups 28 Faculty and Support Staff 29 Facilities Special Features of the Program 31 Short- and Long-Term Goals 31 Closing Statenzent 33 Appendices A. Summary Dance Instructors Survey General Information 35 The Elementary Summary 35 School Information 35 Dance Program 36 Instructor Perceptions 39 Respondent Information 44 District Information 46 The Secondary Summary School Information 46 Dance Program 47 Facilities/Equipment 50 Instructor Perceptions 50 Respondent Information 56 District Information 58 B. Dance Education Inventory 59 Part One: Observation Guidelines 60 Part Two: Demographic Data 69 Part Three: Students of the Arts Curriculum 72 Part Four: Administrative Factors 71 Part Five: Scheduling of Dance Courses and Activities 74 Part Sir: Dance Teacher's Resume 75 C. Reviewers' Biographies 79 D. Buffalo Academy for the Visual and Performing Arts 83 Critique Guidelines 85 Dance History Course Outlines 89 Examinations 92 E. Duxberry Parks Arts IMPACT School 115 Arts Mt PACT: PhilosophylOverview 117 A:- 12 Dance Course of Study Colwnbus, Ohio, Public Schools 119 F. Jefferson High School 153 Dwice Career Sembwr 155 The Jefferson Dancers 1986 Rerwrtoire 157 Foreword These case studies of dance educationprograms in four American public schools represent a product of the research program of theUniversity of Illinois Site of the Nat ional Arts Education RcscarchCenter. The Center wls funded by the National Endowment for the Arts and the UnitedStates Department of Education fora perkx1 of three years, 1987 to 1990.Patricia Knowles served as Dance Project Director. These case studies establish clearlythat the development of viable dance educa- tion programs in American publicschools is eminently feasible and that dance education is alive and well in theschools described here. All four have whatis absolutely essential dance educators who are skilled,knowledgeable and dedi- cated. Several notable itemsappear in the appendices. They include course outhnes, tests and a highly developed sequential K-12curriculum that is being implemented in the public schools of Columbus, Ohio. It is our hope that this publication will motivate and inspire dance educatorsto enhance the quality of existing danceprograms and to initiate programs in schools that currently lack a sequentialprogram of dance education. Charles I ,conhard Director of Research Jack McKenzie Director forManagement National Arts Education Research Center Case Study Project Report Introduction, Overview In the fall of 1987, the Dance Component of the NAERC began a long process of identification and selection of model schools with established curricular-based K-12 dance education programs. Our objective was to visit the schools and to write case study reports whith might serve as a guide for new program implementation and the continued development of existing programs. Initially, a survey was developed with a two-pronged purpose: to gain a national perspective on the status of dance in K-12 education and to identify schmls for selection for the case study reports. Tne survey was sent to 201 schools in 43 states and Washington, DC. These schools were identified by state boards of education and dance specialists in each state as having established programs in dance. Survey consultants included representatives of the National Association of Schools of Dance (NASD), the National Dance Association (NDA), and dance specialists working in the schools. Of the 201 surveys distributed, 110 were completed. Thir- ty-four of these responses were from schools with some combination of K-8; the remaining 76 responses provided information on grades 9-12 (Appendix A). Fourteen schools were initially selected from those responding to the survey. Final selection of four schools was made in consultation with dance educators and directors of teacher education programs in dance including representatives from NASD's Working Group on Danct. Education and the NDA. The following criteria were used as the basis for selection of the model schools: 1. A clear understanding of mission reflected in program content. 2. A curricular-based, sequentially-developed program of dance studies. 3. A comprehensive dance curriculum with movement experiences at the core. 4. Administrative support for the program and its continued development. 5.Resources and personnel sufficient to the needs ol the program. 6. Program established for a minimum of three years. 7. Outstanding or unique attributes or innovations which could serve as a model to other programs. 8. Collectively, the four schools selected would include: a.K-I2 representation b.Diverse configurations including Arts IMPACI; Arts Magnet and Performing Arts e. At least one school with a iarge minority population and a curriculum relevant to the needs and interests of those students Li. Broad geographic representation. The schools selected for the project were Fillmore Arts Center, Washington, DC; Buffalo Academy for the Visual and Performing Arts, Buffalo, NY; Duxherry Park