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100	1		_aMcCutchen, Brenda Pugh, _d1943- _eautor _9138937
245	1	0	_aTeaching dance as art in education / _cBrenda Pugh McCutchen, MFA Dance, Dance Education Consultant
264		1	_aChampaign, Illinois : _bHuman Kinetics, _c[2006]
264		4	_a©2006
300			_axvi, 543 pàgines : _bil·lustracions ; _c29 cm
336			_atext _btxt _2rdacontent
337			_asense mediació _bn _2rdamedia
338			_avolum _bnc _2rdacarrier
500			_aInclou referències bibliogràfiques i índex
505	8		_aConté: Preface -- Acknowledgments -- Introduction: Thinking About Dance Education -- Part I. Why-Understanding Dance as Arts Education -- Chapter 1. Viewing Educational Dance From an Arts Education Perspective: What Is an Arts Education Perspective? -- What Are the Defining Characteristics of Educational Dance? -- What Drives an Arts Education Perspective? Chapter 2. Examining How National Arts Initiatives Affect Dance: National Dance Content and Achievement Standards -- The "Nation's Report Card" in Dance -- Other Initiatives That Affect Dance Education -- Need for Arts Alliances -- Advocacy -- Chapter 3. Adopting Your Roles and Responsibilities for Teaching: Why Become a Dance Specialist? -- Examining K-12 Teaching Roles and Responsibilities -- Preparing to Teach Dance as Art in K-12 -- Chapter 4. Emphasizing Aspects of Student-Centered Learning: Taking a Child-Centered Perspective -- Kinesthetic-Motor Development (Moving and Learning) -- Aesthetic-Artistic Development -- Cognitive-Intellectual Development (Thinking, Perceiving, and Processing) -- Psychological-Social Development (Feeling and Interacting) -- Teaching the Whole Child -- Chapter 5. Identifying the Cornerstones of Dance as Art in Education: Four Cornerstones -- Pivotal Role of Inquiry -- Overview of the Dance Cornerstone Curriculum Framework -- How the Cornerstones Lay the Foundation for Accountability -- Part II. What-Clarifying the Content of K-12 Educational Dance (The Cornerstones): Chapter 6. Dancing and Performing: Cornerstone 1: Relation to National Standards and Beyond -- Overview of This Cornerstone -- Artful Use of the Dance Elements -- Vocabulary Systems Used in Dance -- Dance Technique and Skill Development -- Dance Cornerstone Curriculum (DCC) Framework -- Chapter 7. Creating and Composing: Cornerstone 2: Relation to National Standards and Beyond -- Overview of This Cornerstone-- Creative Process and Products -- Creative Dance for Children -- Choreography -- Dance Cornerstone Curriculum (DCC) Framework -- Chapter 8. Knowing History, Culture, and Context: Cornerstone 3: Relation to National Standards and Beyond -- Overview of This Cornerstone -- Dance Across Cultures: Cultural Diversity -- Dance Through Time: Dance History -- Preservation and Documentation -- Dance Cornerstone Curriculum (DCC) Framework -- Chapter 9. Analyzing and Critiquing: Cornerstone 4: Relation to National Standards and Beyond -- Overview of This Cornerstone -- Aesthetic Valuing -- Critical Thinking and Processing -- Dance Criticism -- Dance Cornerstone Curriculum (DCC) Framework -- Part III. How-Presenting Dance as Art in Education: Chapter 10. Constructing Artistic Bridges to Other Disciplines: Relation to National Standards and Beyond -- Dance's Role Across the Curriculum -- Different Models for Integrating the Arts in Education -- Teaching Other Academics Through Dance -- Collaborating Across the Arts -- Chapter 11. Creating and Maintaining an Effective Arts Learning Environment: Creating a Positive Arts Environment -- Managing Arts Instruction: The Precursor to Artistic Expression -- Scheduling -- About Facilities -- Survive and Thrive -- Chapter 12. Investigating the Arts Savvy Curriculum, Instruction, and Assessment Triad: Curriculum Content -- Instruction -- Assessment -- Integrating the Triad -- Chapter 13. Integrating the Cornerstones to Create Units of Study in Dance: Relating the Cornerstones -- Teaching by Integrating the Cornerstones -- Using the Eight-Step Plan to Maximize Artistic Results -- Varying an Eight-Step Lesson -- Chapter 14. Creating a Unit of Study Using an Arts Education Perspective: Creating an Integrated Unit of Study -- Sample Unit: Examining a Work by David Parsons -- Building Your Own Unit of Study Around a Choreographic Work -- Building Your Own Unit of Study Around a Style -- Chapter 15. Reflecting on Teaching: Ethical Dimension of Teaching -- Relational Teaching -- School Renewal -- Reflective Practitioner -- Chapter 16. Developing an Arts-Oriented Teaching Portfolio: Preparing a Perspectives Notebook -- Preparing Your Professional Teaching Portfolio -- Closing Statement -- Appendix A: Reference Lists of Concepts -- Appendix B: Forms, Checklists, Sample Items, and Articles -- Appendix C: Professional Organizations and National Initiatives
650	0	4	_aDansa _xCurrículums _zEstats Units d'Amèrica _9138938
650		4	_aDansa _xEnsenyament primari _zEstats Units d'Amèrica _9138939
650		4	_aDansa _xEnsenyament secundari _zEstats Units d'Amèrica _9138940
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