Enhancing Individual Skills in Dance Composition and Performance Using Cooperative Learning Structures.Report as inadecuate




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The purpose of this study, conducted at Mohawk Alternative Middle School (Columbus, Ohio) was: (1) to identify student attitudes about dance and the place of dance in education; (2) to determine the effects of specific cooperative learning structures on the ability of individual students to create their own movement studies; (3) to identify instructional strategies for teaching dance composition; and (4) to explore cooperative learning as a means to integrate the areas of critical, historical, cultural, social, and aesthetic inquiry into student dance making. Pre- and post-surveys, written journals, pre- and post-video recordings of individual student compositions, and interviews form the basis for the presentation of eight individual case studies. Data analysis indicates that cooperative learning structures have a definite and useful place in the dance classroom and studio. The majority of subjects showed marked improvement in either performance or compositional skills or both and demonstrated greater confidence, self-assurance, and clarity. Appendices describe preparation for research, survey questions and student responses, pre- and post- video interviews, analysis of pre- and post- movement studies, and a coding sheet for assessment of movement studies. (Contains 37 references.) (LL)

Descriptors: Case Studies, Cooperative Learning, Cooperative Planning, Cultural Enrichment, Dance Education, Elementary School Students, Fine Arts, Integrated Curriculum, Intermediate Grades, Junior High School Students, Junior High Schools, Learning Strategies, Middle School Students, Middle Schools, Movement Education, Skill Development, Student Attitudes

New York University, National Arts Education Research Center, 32 Washington Place, Suite 52, New York, NY 10003 ($4).









Author: Yoder, Linda

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11281&id=ED366597







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