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Excerpts
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Applying 21st-Century Skills to Teaching Dance
The best news about the educational buzz surrounding the 21st-century skills is that creativity, collaboration, critical thinking, self-direction, problem solving, and global awareness are taking center stage in education.
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Creating an Inclusive Environment
This simple facial gesture is significant to any child and especially important to a child with disabilities. The smile also indicates to anyone else in the space, student or adult, that you are caring and willing to make the learning experience meaningful for all.
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Assessment instruments help prepare your lessons
Gathering assessment information before a lesson or unit is useful in ascertaining students’ current skill level, knowledge, experience, or interest.
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Teach movement and still shapes in a game of freeze dance
This dance uses locomotor movements or wheelchair movement and still shapes.
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Inspire imagination and creative movement with the frog dance
Today, we are going to do a dance about the day in the life of a frog.
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Funky shape museum encourages peer involvement
Students will create and practice the shapes individually and then collaborate with a partner or small group to create group shapes.
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©2013
Teaching Children Dance-3rd Edition
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Short Description
Teaching Children Dance, Third Edition, presents 31 ready-to-use lessons that bring fun and challenging dance experiences to elementary-aged children of all ability levels. The updated third edition includes 13 new learning experiences and two new chapters on teaching children with disabilities and making interdisciplinary connections.
© 2012
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Paper w/CD
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Book 216 pages
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ISBN-13: 9781450402538
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Teaching Children Dance, Third Edition, assists both student learners and practitioners in understanding the components and benefits of children’s dance and in developing the skills required for enhancing or initiating dance as part of a physical education or arts education curriculum. A comprehensive text for both students and practitioners in elementary methods courses, Teaching Children Dance, Third Edition, offers a framework for presenting creative dance lessons to elementary-aged children in a variety of settings.
In this updated third edition, respected authors Purcell Cone and Cone identify how dance experiences assist children in cultivating 21st-century skills of creative thinking, collaboration, communication, global awareness, and self-direction. The authors present dance as a mode of learning that involves the whole child, using the body and the senses to gather information, communicate, and demonstrate conceptual understandings.
Teaching Children Dance presents the fundamentals of program construction and delivery, guidelines on tailoring a dance program to fit various teaching situations, and advocacy strategies for maintaining and developing a program. Sample unit plans as well as ideas for planning yearlong unit plans and lesson outlines are included. Readers will find protocols for maintaining a safe and productive learning environment as well as strategies for encouraging students’ feedback, demonstrations, and observations.
Teaching Children Dance presents 31 challenging and enjoyable dance experiences. These ready-to-use learning experiences are divided into 12 activities for children in kindergarten through second grade and 11 activities appropriate for students in third through fifth grade. Eight dance experiences designed for inclusive or self-contained dance classes are also detailed along with strategies to ensure successful experiences for children with disabilities.
New chapters on inclusive dance for children and classes for children with disabilities
and interdisciplinary connections provide strategies and tools for successful implementation. The third edition of Teaching Children Dance also includes 13 new learning experiences, additional assessment examples, and a menu of instruments for teacher assessment, peer assessment, and student self-assessment.
In addition, Teaching Children Dance features a bonus CD-ROM with PDFs of the learning experiences included in the text, plus additional learning experiences from previous editions. Using the learning experience index, instructors can easily select an age-appropriate learning experience and print it for use in the class. The CD-ROM offers instructional support materials used in elementary methods courses, including worksheets, assignments, end-of-chapter questions, and assessment tools.
Each learning experience includes a listing of the learning outcomes, organization of the activity (individual, partner, or small-group participation), and required equipment. A four-part learning experience details the introduction, development, culminating dance, and closure sections of the dance experience. Key points to observe; ideas for extending or varying the lesson; specific interdisciplinary connections; and suggestions for student self-assessment, teacher assessment of student learning, and peer assessment are also included.
Using the lessons, strategies, and tools in Teaching Children Dance, Third Edition, teachers can offer exciting opportunities for children to express themselves through dance and experience the joy of dancing with others. Whether in a physical education, dance, or elementary classroom, Teaching Children Dance will assist teachers in developing learning experiences that cultivate creativity, positive social interactions, and motor skill development for elementary children of all ability levels.
Preface
How to Use the CD-ROM
Part I A Framework for Teaching Children’s Dance
Chapter 1 Understanding the Importance of Teaching Children’s Dance
- What Is Children’s Dance?
- Why Teach Children’s Dance?
- What Are the Benefits of Children’s Dance?
- Applying the 21st-Century Skills to Teaching Dance
- Meeting the Whole Child Through Dance
- Linking the Physical Activity Guidelines to Dance
- Summary
- Questions for Reflection
Chapter 2 Presenting Essential Content for Children’s Dance
- The Body
- Space
- Time
- Force
- Flow
- Relationships
- Dance Forms
- Summary
- Questions for Reflection
Chapter 3 Designing a Dance Program
- Planning a Yearlong Dance Program
- Planning a Dance Unit
- Planning the Dance Lessons
- Sample Unit and Lesson Outline
- Interdisciplinary Connections
- Summary
- Questions for Reflection
Chapter 4 Creating a Dance Education Setting
- Class Size
- Equipment and Teaching Materials
- Facilities
- Class Frequency and Length
- Community Characteristics
- School Policies
- Program Advocacy
- Summary
- Questions for Reflection
Chapter 5 Making Teaching Effective
- Helping All Children Learn
- Using Various Teaching Styles and Strategies
- Motivating Learners
- Establishing Protocols and Rules
- Creating a Safe Learning Environment
- Presenting Demonstrations
- Providing Feedback
- Engaging Students in Performances
- Observing and Responding to Dance
- Summary
- Questions for Reflection
Chapter 6 Assessing Children’s Learning in Dance
- Assessment of Teaching Effectiveness
- Teacher Assessment of Students
- Peer Assessment
- Student Self-Assessment
- Assessment Instruments
- Summary
- Questions for Reflection
Chapter 7 Including All Children in Dance
- Knowing Your Students with Disabilities
- Creating an Inclusive Environment
- Implementing Inclusive Teaching Strategies
- Inclusive Dances
- Summary
- Questions for Reflection
Part II Learning Experiences for Children’s Dance
Chapter 8 Learning Experiences for Kindergarten, First Grade, and Second Grade
- Neighborhood Friendship Streamer Dance
- Floating Clouds and Rain Showers
- Run, Hop, Jump, and Skip
- The Playground
- Ocean Waves and Swimmers
- Spaghetti Dance
- Balloon Dance
- Percussion Instrument Dance
- The Hungry Cat
- Circus Dance
- Connect the Spots
- Frog Dance
Chapter 9 Learning Experiences for Third, Fourth, and Fifth Grades
- Dancing Homework Machine
- Creative Square Dance
- Action Words
- Baseball Dance
- Birthday Celebration
- Partner Dance
- Three Sport Dances: Sport Add-On, Sport Web, and Sport Pictures in Action
- Dance Maps
- Create Your Own Hip-Hop Dance
- Funky Shape Museum
- Stick Figures Come Alive
References
Suggested Readings
About the Authors
Primary text for undergraduate students taking dance, physical education, or elementary methods courses. Also as a reference for physical education, dance education, and classroom teachers or related professionals who teach dance to children in a variety of settings.
Theresa Purcell Cone, PhD, is a physical education and dance teacher at Brunswick Acres Elementary School in Kendall Park, New Jersey, where she also directs a children’s dance company. She is an adjunct professor at Rowan University in New Jersey and a teacher and choreographer at the Princeton Ballet School. Dr. Cone is a past president of the National Dance Association and was named its first K-12 Dance Educator of the Year. She is also a member of the National Dance Education Organization, the Alliance for Arts Education New Jersey, and numerous other professional organizations. Dr. Cone was coauthor of Interdisciplinary Teaching Through Physical Education (Human Kinetics, 1998). In 2004, Dr. Cone was awarded a Presidential Citation by the American Alliance for Health, Physical Education, Recreation and Dance. She also was awarded the Margie R. Hanson Distinguished Service Award by the National Association for Sport and Physical Education. Dr. Cone received her doctorate in dance from Temple University. Stephen L. Cone, PhD, is a professor in the department of health and exercise science at Rowan University in New Jersey. Previously, he was chair of the physical education department at Keene State College in New Hampshire. Dr. Cone is past president of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) and received their Honor Award in 2000. He is also a member of the New Jersey AHPERD, the Alliance for Arts Education New Jersey, and numerous other professional organizations. He has written dozens of articles for physical education publications and was coauthor of Interdisciplinary Teaching Through Physical Education (Human Kinetics, 1998). Dr. Cone was made a charter fellow in the North American Society for Health, Physical Education, Recreation, Sport and Dance Professionals in 2000. He also was named an American Council on Education fellow in 1993-94. He received a Presidential Citation from the National Dance Association in 1995. Dr. Cone earned his doctorate in motor learning and sport psychology from Texas A&M University.
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