DOCUMENT RESUME 'ED 213°707 SP 019 869 TITLE - Dance: Creative/Rhythmic Movement Education. A Conceptual Approach for K-1/ Curriculum Development. INSTITbTION Wisconsin State Dept. Of-Public Instruction, Madison. ' SPONS AGENCY Department of Education, WashirIgton, D.C. REPORT NO Bull -2119 .., PUB DATE 81 NOTE . 86p. ..> EDRS. PRICE MF01/PC04 Plus Postage. DESCRIPTORS Administrator Responsibility; *Curriculum Development; *Dance; *Educational Resources; Elementary Secondary Education; Instruction'al Materials; Learning ProceSses; *Movement Education; Psychomotor Skills; Skill' Development; Teacher Responsibility; Teaching Methods; Teaching Styles IDENTIFIERS , "Wisconsin ABSTRACT This guide proposes a comprehenSive, sequential development of a kindergarten through twelfth grade dance education curriculuT. A discussion of the role of dance in education is presentedin the first section. The secondsection addresses the major aspects 'of the teaching 'and learning Modes, of planning for leitrning, and of concepts, skills, and knowledge basic to dance ,education.,ThiR,section emphasizes and details the nonlinear integrate, RL -of the cognitive, motor, and affective learning domains. Included TR this_section are modelgqor lear'ning units and a proposal foi'a,retrieval system which makes quick access to dance resources, information, and activities possible., Fhe third section Outlines supportive roles and responsibilities of administrators and teachers for the development and implementation of dance education programs. Physical facilities for dAnce, scheduling, and time.allocationS are disCussed. Rebommendations concerning .the knowledge and competencies necessary for danCe education teachers are also addressed in this section. The guide concludes with.a list of various resources for dance.educators. (JD) - ***** *************************1************************************* *, Reproductions supplied by EDRS are the best that can be made * from the original -document. ********************************************************************** Ns. p 1110MI 1111 CREATIVEMH'YTI-IMIC MOVEMENT EDUCATION U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS NATIONAL INSTITUTE OF EDUCATION MATERIAL HAS BEEN GRANTED BY ED 1CATIONAL RESOURCES INFORMATION CENTER (ERIC) A CONCEPTUAL L. IarmA1vck. 1This document has been reproduced as APPROACH ;eceivel from the person or organuetfon °none ting it FOR K-12 - Minor changes have-beentmade to improve CURRICULUM reproduction (Nobly DEVELOPMEN TO THE EDUCATIQN'AL RESOURCES Points of view or opinions statedin this docu INFORMATION CENTER (ERIC)." ment do not necessanly represent official NIE position or policy PUBLISHED BY WISCONSIN DEPARTMENT OFPUBLIC INSTRUCTION2HERBERT J. GROVER, STATCSUPERINTENnENT S The following page references were deleted due to a last minute editing error Please revise your copy according to the following information 'Page 5 The schema (figure 1, page 6) on the following page visually . Page 7 These goals are defined in Figure 2, page 8' Page 10 = (See Planning-Learning Schema, page 37) Page 12 (See Dance Education Content Cognitive. Motor, Atfectie Skills and Knowledges on pp 20-29 ) (SAkillsand Knowledges on p. 30 ) This may be organized on kevsort cards (see Keysort Retrieval System on pp, 33-36) or listed on inde \ cards or m'catalogs (See Learning Unit Organization Form, p 41.) Page 31 The recording of this information on Iseysort cards (see Key- sort Retrieval System, Figures 3, 4, 5, 6, pages 33, 34, 35, 36) provides... Pgge 39" The planning for learning process moves from left to right on the Planning Learning Schema, page 37, and necessitates... (Conceptual Framework1pp. 14.19 ) (Concepts for each gra4e /level listed with each Generalization, pp. 14-19.) Page 42 These examples utilize the Learning Unit Organization Form, figure 9, page 41. tr' 4 4 . DANCE: CREATIVE/RHYT4MIC MOVEMENT EDUeATION A CONCEPTUAL APPROACH :FOR K-12 CURRICULUM DEVELOPMENT 1,0 es. ir This project was supported m part hs funds appropriated under the ES FA Title lb. P 1. 95 561 no amended The itpiniont expressed hereindo nottlecessardy relleit the win r pole,f the' Department of Education and no official endottemeilt by the U S Departme4t of litolucation should be inferred y , Bulletin No 2119 TABLE OF CONTENTS SECTION I: OVERVIEW Acknowledgements 2 Authors= -Statements of'Beltef .)zi 2 Preface 4 - 4 ,Introduction: Purpose of the Guide . 5 ., f Philosophy and Goals 7 SECTION II: CURRICULUM STRUCTURE, CONTENT; PLANNING AND C INSTRUCTION Explanation of Teaching/Learning, Modes in Dance Education ., , 10 Preparing for Curriculum Planning 12 Conceptual Fram'ework , 13 Daiice Education Content: Cognitive,'. Motor and Affective -Skills and Know ledges0. 20 Retrieval System for CurriCulum Planning .... 31 Planning for Learning Schema 37 Examples of Learning Unit Content 38 Planning for Learning: The Teacher's Viewpoint 39 Learning Cnit Organization Form. `) 41 Learning Unit aamples 1 42- 4 SECTION ADMINISTRATIVE IMPLEMENTATION Roles and Responsibilities. 50 Dance Comp(meht of Artists-in-Residence Progiam 52 .Scheduling,-Staffing and Class Size 53 Physical Facilities. 54 Alternative Spaces 55 Special Needs..,. - 56 Recommended Knowledges and Competencies 56 SECTION IV: INSTRUCTIONAL RESOURCES Audio Visual 4 '. , 62 Articles in Journals or Magazines r . 77 `, Books 69 Arts and Dance Organizations, '..4 .., f 79 Facilities, Services and Supplies... 80 Periodicals , 81 Wisconsin Dance Publications 83 SECTION I:' OVERVIEW c. t 1 Photo contrib led byAlencanAlliance for Health, Physical Education. Recreation and Dance # s M 4 - 1# 6 eof ACKNOWLEDGEMENTS This publication is one of the first state K-12*development and writing of this document. Their dpce curriculum guides developed in this nation.. statements of of are included' in order that the Its conceptualization and development was a pio- reader may unrstand that each of these ndivid- neering effort ft4' the writers. While the format of uals brought their own philosophy and expertise to the guide is one acHocat6d by the Wisconsin bear on this publication. Through discussion and Department of Publii. Instruction, the philosophy( resolution they were able to develop a guide which and content had to be struggled with and shaped is fundamentally consistent in structure, rich in into a comprehensive dance education curriculum. content and educationally sound. This searching and struggling required consider- , able dedication and effort on the part of the writing STATEMENTS 01 BELIEFS committee members. The writing of this guide began in 1977 and con- Virginia Bryant WellerDance is an art form siderable ach ice arid input 'was contributed by the which can provide for per,sons.of all ages, races, following person;;: sexes, and religions and aesthetic experience through bodily movement Suice it needs no Virginia BrNant Weiler, Dance Education Curric- external instrUment, itis 1 perilve in its ulum, Committee Chairperson, FoUnder of Dance basic educational form The time has come for' ProgramAlrerno College, Currently teacher of dance to become an intrinsic part ,of. every Special Edfication in Dance. persqsn's educati'on as an art form equal to that of music and art Judith Carlson, Elementary Physical, Education Specialist(trade., 1-8, Richards Scluml, Whitefish JuditB ('arlson, MNt)uchingre fleet's a Bay movement education appriguli which clo;e'ly a allies the-three areas of human development: Susan Hughos Holgrasso. Assistant Professor of the motor, affective and cognitive learning Theatre Arts Dam e, I 'niversit of 6Visconsin-Ste- domains, and honors a strong commitment Co vens Point the total education of the child believe that MOLTment Carol La Bre( k, thetrcrEducatiOn find Director the more personall meaningful of Projc;c0Flesta, a projcc t for gifted and talented: expenenees are for cratdren, the ,i.,,reater the effect physical education u have on the Mu- of Wisconsin, Ra4rFalls .. L'nu'erstt cationof today's child Joan Mills Maas, Dance Specipli 1,,ylames Madison Memorial High School, Ma !son.' Susari Hughes GingrassoI feel that dance can S eItend the personality, develop the self, and Nirschl, Teacher of Physical Education promote a balanced concept of life Dan«e and Dance, Kaukauna High School, Katikatim , should be a part of education from the earliest grades through high selejl and beyond. Per- Miriam Shastadklodern Dance Teacher, fo'r- haps the best way to describe my contributions merly at the 'Inlversit y of Arkansas, board t44 thisguideis to say that I have taken csideas member of the Milli aukee Modern Dance Council and concepts from !filter committeeWMers, , and a board member of the Wisconsin Dance reuvrkcol and Shaped them into cogent and Council practical contributions Photographs contributed by Joan'Mills Maas - The valto5.4' of dance educa- American Alliance for Health, Physical Edu- tion are many, and 4ndepth dance expe'rtences, cati6n, Recreation rin d Dance (cover 'photo taught by qualified instructors, should be and other.,) offered to all students at all levels of education.' Susan Gingrasso,, Assistant, Professor The- Kinesthetic' (wordless, fundamental move- atre Arts; I W Sfc,vens Point ment skills, ,creative activities, and perform-. ance experiences are/too often neglected in our This writing project was chaired by Virginia schools toilay. Dance education should be Weiler who with wisdom and perseverance pro- advanced to a status comparable to that of the. vided effecti1,7e leadership in resolving questions other arts'.This'