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The dance on paper.

Harvard University.

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The dance on paper.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The dance on paper./
作者:	Warburton, Edward Coffee.
面頁冊數:	149 p.
附註:	Adviser: Howard Gardner.
Contained By:	Dissertation Abstracts International61-04A.
標題:	Dance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9968332
ISBN:	9780599730717

The dance on paper.
Warburton, Edward Coffee.

The dance on paper. - 149 p.

Adviser: Howard Gardner.

Thesis (Ed.D.)--Harvard University, 2000.

In this study, I investigated the effects of movement notation on learning and development in dance. Specifically, if a child reads dance notation, as she would read a musical score, in what ways does her thinking in and about dance change, if at all? I hypothesized that putting the dance on paper helps young children learn how to recognize and understand dance when they see it.

ISBN: 9780599730717Subjects--Topical Terms:

610547
Dance.

The dance on paper.
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502 $a Thesis (Ed.D.)--Harvard University, 2000.
520 $a In this study, I investigated the effects of movement notation on learning and development in dance. Specifically, if a child reads dance notation, as she would read a musical score, in what ways does her thinking in and about dance change, if at all? I hypothesized that putting the dance on paper helps young children learn how to recognize and understand dance when they see it.
520 $a I analyzed data collected from a stratified random sampling of 96 third grade students ages 8--9 who attended public school in rural Northern California. Students participated in an 8-week creative dance program based on Labanotation. A control group of students was exposed to the new dance program but not the extra notational intervention. I used the Assessment of Prime Actions in Creative Movement to collect pre- and post-test data on five dependent and two independent variables related to recognition in dance. This instrument permitted the examination of between-group differences with descriptive and inferential statistics and the exploration of within-group variation using dynamic skill theory and profile analysis techniques.
520 $a Overall, I concluded that, while verbal instruction in dance works, it is better to provide instruction with notations. I found that instruction based on notation-use produced greater gains in recognition abilities, good integration of the recognition skills needed for development in dance, and early skill in performing movement. In contrast, as seen in poorly organized recognition skills, instruction that emphasized verbal description interfered with understanding in dance. The findings suggest that dance notation presents knowledge in a coherent and domain-appropriate form, avoiding or minimizing the ambiguities and redundancies inherent in verbal description, and that notation-use engenders a particular kind of symbol processing that leads to improved knowledge acquisition.
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