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Moving the school and dancing educat...

Leonard, Alison E.

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Moving the school and dancing education: Case study research of K-5 students' experiences in a dance residency.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Moving the school and dancing education: Case study research of K-5 students' experiences in a dance residency./
作者:	Leonard, Alison E.
面頁冊數:	256 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.
Contained By:	Dissertation Abstracts International73-12A(E).
標題:	Education, Performing Arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3518176
ISBN:	9781267491794

Moving the school and dancing education: Case study research of K-5 students' experiences in a dance residency.
Leonard, Alison E.

Moving the school and dancing education: Case study research of K-5 students' experiences in a dance residency. - 256 p.

Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2012.

This dissertation chronicles the qualitative case study of a dance artist-in-residence at a diverse and inclusive K-5 school in an urban district, integrating science, social studies, physical education, music, and visual arts school curriculum and culminating in two public performances. This study focused on how students made meaning through this dance experience and what this tells us about knowledge, dance, movement, and the body in schools and how this can help us improve education through using dance and movement. Using Joan Scott's (1991; 1993) notion of experience as fundamentally historical and theoretical as my theoretical framework for exploring the notion of experience, I examined student experiences, collecting data throughout the residency and post-residency in multiple forms: observations, interviews, photographic and video footage, student work in archival and performative forms, residency artifacts, and curricular materials.

ISBN: 9781267491794Subjects--Topical Terms:

1674506
Education, Performing Arts.

Moving the school and dancing education: Case study research of K-5 students' experiences in a dance residency.
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520 $a This dissertation chronicles the qualitative case study of a dance artist-in-residence at a diverse and inclusive K-5 school in an urban district, integrating science, social studies, physical education, music, and visual arts school curriculum and culminating in two public performances. This study focused on how students made meaning through this dance experience and what this tells us about knowledge, dance, movement, and the body in schools and how this can help us improve education through using dance and movement. Using Joan Scott's (1991; 1993) notion of experience as fundamentally historical and theoretical as my theoretical framework for exploring the notion of experience, I examined student experiences, collecting data throughout the residency and post-residency in multiple forms: observations, interviews, photographic and video footage, student work in archival and performative forms, residency artifacts, and curricular materials.
520 $a One of the most significant findings of this study was the disruption of the school caused by the dance residency. I found that there were five categories of interactions and relationships that caused and affected this disruption and subsequently lead to the success of the whole-school dance residency as a positive and complex school intervention: (1) Assumptions; (2) Disjunctures; (3) Challenges; (4) Introductions; and (5) Expressions/Representations. In my analysis chapters, I discuss these interactions and relationships within the context of the residency. Based upon them, I make recommendations for future arts and dance intervention programs and for using the arts as a form of assessment of students' complex thinking and abilities to express and represent knowledge.
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