Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Allen, B. (1988). Teaching training and discipline-based dance education. Journal of Physical Education, Recreation and Dance, 59 (9), 65–69.
Anttila, E. (2003). A dream journey to the unknown: Searching for dialogue in dance education. Helsinki: Theatre Academy (ACTA SCENICA 14).
Anttila, E. (2004). Dance learning as practice of freedom in the same difference? In L. Rouhiainen, E. Anttila, S. Hämäläinen, & T. Löytönen (Eds.), Ethical and political perspectives on dance (pp. 19–64). Helsinki, Finland: Theatre Academy.
Arkin, L. C. (1994). Dancing the body: Women and dance performance in Journal of Physical Education, Recreation and Dance, 65 (2), 37–38, 43.
Art literacy in Indiana: An imperative for change. (1990). Indianapolis: Indiana Historical Bureau. National Endowment for the Arts, Washington, DC. & Indiana Arts Commission, Indianapolis. 1990 (ERIC Document Reproduction Service No. ED334115).
Blomquist, M. E. (1998). The effect of the reciprocal approach in teaching on the process of self-discovery for beginning modern dance students at the secondary level. Unpublished master’s thesis, Brigham Young University, Provo, Utah.
Blumenfeld-Jones, D. S. (1993). Democracy education and human rights: A critical analysis in Education in Asia, XII (2), 31–35.
Blumenfeld-Jones, D. S. (1995). Curriculum, control and creativity: An examination of curricular language and educational values. Journal of Curriculum Theorizing, 11 (1), 73–96.
Blumenfeld-Jones, D. S. (1998). What are the arts for?: Maxine Greene, the studio and performing arts, and education. In W. Pinar (Ed.), The Passionate mind of Maxine Greene “I am … not yet” (pp. 160–173). London: Falmer Press.
Blumenfeld-Jones, D. S. (2004). Dance curriculum then and now: A critical hermeneutic analysis. In W. Reynolds & J. Webber (Eds.), Expanding curriculum theory: Dis/positions and lines of flight (pp. 125–153). Mahwah, NJ: Lawrence Erlbaum.
Blumenfeld-Jones, D. (2006). Aesthetic consciousness and dance curriculum: Liberation possibilities for inner city schools. In K. Rose & J. Kinchloe (Eds.), Encyclopedia of Urban Education (pp. 508–518). Westport, CT: Greenwood.
Blumenfeld-Jones, D. S., Barone, T. E., Appleton, N., & Arias, M. B. (1995). Curriculum and the public schools. In R. Stout (Ed.), Making the grade: Arizona’s K-12 education (pp. 43–62). Phoenix: Arizona Town Hall.
Bonbright, J. M., & Faber, R. (Eds.). (2004). Research priorities for dance education: A report to the nation. Bethesda, MD: National Dance Education Organization.
Bond, K. (1994). How “wild things” tamed gender distinctions. Journal of Physical Education, Recreation and Dance, 65 (2), 28–33.
Bond, K. E. (2001). “I’m not an eagle, I’m a chicken!” Young children’s perceptions of creative dance. Early Childhood Connections, 7 (4), 41–51.
Bond, K. E., & Richard, B. (2005). “Ladies and gentlemen: What do you see? What do you feel?” A story of connected curriculum in a third grade dance education setting. In L. Overby & B. Lepczyk (Eds.), Dance: Current selected research, Vol. 5 (pp. 85–133). New York: AMS Press.
Bond, K., & Stinson, S. W. (2000/2001). “I feel like I’m going to take off!”: Young people’s experiences of the superordinary in dance. Dance Research Journal, 32 (2), 52–87.
Buck, R. (2003). Teachers and dance in the classroom: So, do I need my tutu? Unpublished doctoral dissertation, University of Otago, Dunedin, New Zealand.
Chow, L. P. Y. (2002, July). Is it the right time for a new dance curriculum in Hong Kong? Paper presented at the 23rd ACHPER biennial conference on interactive health and physical education, Launceston, Tasmania, Australia. Retrieved January 30, 2005 from http://www.ausport.gov.au/fulltext/2002/achper/Chow.pdf
Crawford, J. R. (1994). Encouraging male participation in dance. Journal of Physical Education, Recreation and Dance, 65 (2), 40–43.
Daly, A. (1994). Gender issues in dance history pedagogy. Journal of Physical Education, Recreation and Dance, 65 (2), 34–35, 39.
Ferdun, E. (1994). Facing gender issues across the curriculum. Journal of Physical Education, Recreation and Dance, 65 (2), 46–48.
Fortin, S. (1994). A description of high school students’ verbal responses to a contemporary dance work. In W. Schiller & D. Spurgeon (Eds.), Kindle the fire: Proceedings of the 1994 conference of dance and the child: International (pp. 107–118). Sydney: Macquarie University.
Funk, W. W. (1995). The effects of creative dance on movement creativity in third grade children. Unpublished master’s thesis, Brigham Young University, Provo, Utah.
Garrett, R. (1994). The influence of dance on adolescent self-esteem. In W. Schiller, & D. Spurgeon (Eds.), Kindle the fire: Proceedings of the 1994 conference of dance and the child: International (pp. 134–141). Sydney: Macquarie University.
Glaser, B., & Strauss, A. (1967). Discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
Graham, S. F. (1994). A quantitative evaluation of the effect of movement and dance on self-esteem. In W. Schiller & D. Spurgeon (Eds.), Kindle the Fire: Proceedings of the 1994 conference of dance and the child: International (pp. 162–165). Sydney: Macquarie University.
Hawkins, A. (1954). Modern dance in higher education. New York: Teachers College Press.
Huang, J. (1998). Developing a graduate dance curriculum model for the Beijing dance academy in China. Unpublished master’s thesis, Brigham Young University, Provo, Utah.
Hubbard, K. W., & Sofras, P. A. (1998). Strategies for including African and African-American culture in a historically Euro-centric dance curriculum. Journal of Physical Education, Recreation and Dance, 69 (2), 77–82.
Jackson, P. (1983). The daily grind in (Henry Giroux and David Purpel, Eds.) The hidden curriculum and moral education (pp. 28–60). Berkeley, CA: McCutchan Publishing Corporation.
Kerr-Berry, J. A. (1994). Using the power of West African dance to combat gender issues. Journal of Physical Education, Recreation and Dance, 65 (2), 44–45, 48.
Lord, M. (2001). Fostering the growth of beginners’ improvisational skills: A study of dance teaching practices in the high school setting. Research in Dance Education, 2 (1), 19–40.
Lundquist, G. (2001). The relationship between play and dance. Research in Dance Education, 2 (1), 41–52.
Macara, A., & Nieminen, P. (2003). Children’s representations of dancers and dancing. In Diálogos Possíveis: Special edition with the proceedings of the 9th dance and the child international conference (pp. 95–101). Salvadore, Bahia, Brazil: Faculdade Social da Bahia.
Marques, I. A. (1995). A partnership toward art in education: Approaching a relationship between theory and practice. Impulse: The International Journal of Dance Science, Medicine & Education, 3 (2), 86–101.
McLaughlin, J. (1988). A stepchild comes of age. Journal of Physical Education, Recreation and Dance, 59 (9), 58–60.
McSwain, L. (1994). An investigation of attitudes towards dance among Sydney high school students. In W. Schiller & D. Spurgeon (Eds.), Kindle the fire: Proceedings of the 1994 conference of dance and the child: International (pp. 253–260). Sydney: Macquarie University.
Meglin, J. A. (Ed.). (1994). Dance dynamics: Gender issues in dance education. Journal of Physical Education, Recreation and Dance, 65 (2), 25–48.
Meiners, J. (2001). A dance syllabus writer’s perspective: The new south Wales K-6 dance syllabus. Research in Dance Education, 2 (1), 79–88.
Mentzer, M. C., & Boswell, B. B. (1995). Effects of a movement poetry program on creativity of children with behavioral disorders. Impulse: The International Journal of Dance Science, Medicine & Education, 3 (3), 183–199.
Muehlhauser, E. K. (1998). Exploring ownership of learning in children’s choreographic projects. Unpublished master’s thesis, University of Oregon, Eugene, Oregon.
Neal, N. D., & Fortin, S. (1986). Domain discrimination in dance attitude research (ERIC Document Reproduction Service No. ED309146).
Nielsen, C. S. (2003). Dance as a form language in Danish schools. In Diálogos Possíveis: Special edition with the proceedings of the 9th dance and the child international conference (pp. 131–135). Salvadore, Bahia, Brazil: Faculdade Social da Bahia.
Popat, S. (2002). The TRIAD project: Using internet communications to challenge students’ understandings of choreography. Research in Dance Education, 3 (1), 21–34.
Posey, E. (1988). Discipline-based arts education: Developing a dance curriculum. Journal of Physical Education, Recreation and Dance, 59 (9), 61–64.
Ross, A., & Butterfield, S. A. (1989). The effects of a dance movement education curriculum on selected psychomotor skills of children in grades K-8. Research in Rural Education, 6 (1), 51–56.
Shapiro, S. B. (1998). Dance power and difference: Critical and feminist perspectives on dance education. Champaign, IL: Human Kinetics.
Shapiro, S. B. (2001). Pedagogy and the politics of the body. New York: Garland.
Shue, L. L., & Beck, C. S. (2001). Stepping out of bounds: Performing feminist pedagogy within a dance education. Communication Education, 50 (2), 125–143.
Stake, R. E. (2003). Standards-based and responsive evaluation. Thousand Oaks, CA: Sage.
Staley, K. T. (1993). Educating through dance: A multicultural theoretical framework. Unpublished doctoral dissertation, Texas Woman’s University, Denton.
Stinson, S. W. (1982). Aesthetic experience in children’s dance. Journal of Physical Education, Recreation and Dance, 53 (4), 72–74.
Stinson, S. W. (1985a). Curriculum and the morality of aesthetics. Journal of Curriculum Theorizing, 6 (3), 66–83.
Stinson, S. W. (1985b). Piaget for dance educators: A theoretical study. Dance Research Journal, 17 (1), 9–16.
Stinson, S. W. (1986a). Children’s dance: A larger context. Drama/Dance, 5 (2), 6–18.
Stinson, S. W. (1986b). Planning the dance curriculum: A process of dialogue. Drama/Dance, 5 (2), 36–46, 51–53.
Stinson, S. W. (1991). Dance as curriculum, curriculum as dance. In G. Willis & W.H. Schubert (Eds.), Reflections from the heart of curriculum inquiry: Understanding curriculum and teaching through the arts (pp. 190–196). New York: State University of New York Press.
Stinson, S. W. (1993a). Meaning and value: Reflecting on what students say about school. Journal of Curriculum & Supervision, 8 (3), 216–238.
Stinson, S. W. (1993b). A place called dance in school: Reflecting on what the students say. Impulse: The International Journal of Dance Science, Medicine, & Education, 1 (2), 90–114.
Stinson, S. W. (1993c). Voices from schools: The significance of relationship to public school dance students. Journal of Physical Education, Recreation & Dance, 64 (5), 52–56.
Stinson, S. W. (1997). A question of fun: Adolescent engagement in dance education. Dance Research Journal, 29 (2), 49–69.
Stinson, S. W. (2001). Choreographing a life: Reflections on curriculum design, consciousness, and possibility. Journal of Dance Education, 1 (1), 26–33.
Stinson, S. W. (2004). Teaching ethical thinking to prospective dance educators. In L. Rouhiainen, E. Anttila, S. Hämalainen, & T. Löytönen (Eds.), The same difference? Ethical and political perspectives on dance (pp. 235–279). Helsinki, Finland: Theatre Academy.
Stinson, S. W. (2005a). The hidden curriculum of gender in dance education. Journal of Dance Education, 5 (2), 51–57.
Stinson, S. W. (2005b). Why are we doing this? Journal of Dance Education, 5 (3), 82–89.
Stinson, S. W., Van Dyke, J., & Blumenfeld-Jones, D. (1990). Voices of adolescent girls in dance. Dance Research Journal, 22 (2), 13–22.
Suthers, L., & Larkin, V. (1996). Early childhood arts games. Newcastle, Australia: Macquarie University (Eric Document Reproduction Service No. ED403 056).
Vail, K. (1997). Practice makes perfect. American School Board Journal, 184 (6), 28–31.
van Papendorp, J. (2003). Dance, culture and the curriculum. In Diálogos Possíveis: Special edition with the proceedings of the 9th dance and the child international conference (pp. 195–201). Salvadore, Bahia, Brazil: Faculdade Social da Bahia.
Warburton, E. C. (2004). Knowing what it takes: The effect of perceived learner advantage on dance teachers’ use of critical-thinking activities. Research in Dance Education, 5 (1), 69–82.
Wildschut, L. (2003). How children experience watching dance. Special proceedings of the 9th dance and the child international conference. In Diálogos Possíveis: Special edition with the proceedings of the 9th dance and the child international conference (pp. 247–259). Salvadore, Bahia, Brazil: Faculdade Social da Bahia.
Yoder, L. (1992). Enhancing individual skills in dance composition and performance using cooperative learning structures. New York: The National Arts Education Research Center at New York University. (Eric Document Reproduction Service No. ED 366 597).
Research on Dance Curriculum in Australia and New Zealand
Adshead, J. (1981). The study of dance. London: Dance Books.
Buck, R. (2003). Teachers and dance in the classroom: “So, do I need my tutu? ” Unpublished Ph.D., University of Otago, Dunedin.
Carino, C. (2001). Creating a dance elective program: A proposal for Singapore. In S. Burridge (Ed.), World dance alliance 2001 Singapore: Asia pacific dance Bridge (pp. 85–99). Singapore: World Dance Alliance.
Hong, T. (2002). Developing dance literacy in the postmodern: An approach to curriculum. Unpublished Ph.D., Griffith University, Brisbane.
Ministry of Education New Zealand. (2000). The Arts in the New Zealand curriculum. Wellington: Learning Media.
Osmotherly, R. (1991). Dance education in Australian schools. Brisbane: Australian Association for Dance Education.
Street, S. (2001). New developments in dance education in Hong Kong. In S. Burridge (Ed.), World dance alliance: Asia pacific dance bridge Singapore 2001 (pp. 65–71). Singapore: World Dance Alliance.
Tak-on, S. (2003). School dance education research and development project: Report of the questionnaire survey and summary of the interviews. Hong Kong: The Hong Kong Dance Alliance.
Dance Curriculum Research in Africa
Asante, K. W. (Ed.). (1996). African dance: An artistic, historical and philosophical inquiry. Trenton, NJ: Africa World Press.
Bakare, O. R., & Mans, M. E. (2003). Dance philosophies and vocabularies. In A. Herbst, M. Nzewi, & K. Agawu (Eds.), Musical arts in Africa: Theory, practice and education (pp. 215–235). Pretoria: Unisa Press.
Dagan, E. (Ed.). (1997). The spirit’s dance in Africa: Evolution, transformation and continuity in sub-Sahara. Montreal: Galerie Amrad African Art Publications.
Mans, M. E. (1997). Namibian music and dance as ngoma in arts curricula. Unpublished doctoral dissertation, University of Natal, Durban.
Tiérou, A. (1992). Dooplé: The eternal law of African dance. Choreography and Dance Studies Vol. 2. Chur, Switzerland: Harwood.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2007 Springer
About this chapter
Cite this chapter
Blumenfeld-Jones, D., Liang, SY. (2007). Dance Curriculum Research. In: Bresler, L. (eds) International Handbook of Research in Arts Education. Springer International Handbook of Research in Arts Education, vol 16. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-3052-9_16
Download citation
DOI: https://doi.org/10.1007/978-1-4020-3052-9_16
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-2998-1
Online ISBN: 978-1-4020-3052-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)