Journal articles: 'Denishawn School of Dancing'

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Ruyter, Nancy Lee Chalfa. "Dancing the Bolero School." Dance Chronicle 26, no. 3 (January 10, 2003): 347–50. http://dx.doi.org/10.1081/dnc-120025270.

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Trebilcock, June. "Country dancing in the special school." Journal of the British Institute of Mental Handicap (APEX) 11, no. 4 (August 26, 2009): 154–56. http://dx.doi.org/10.1111/j.1468-3156.1983.tb00164.x.

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Sackville-Ford, Mark, and Gabrielle Ivinson. "Tables Dancing." Paragrana 28, no. 2 (October 25, 2019): 83–94. http://dx.doi.org/10.1515/para-2019-0025.

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Abstract This article is written in response to Method Lab #2, reacting to and reading scenes from the theatre and the school classroom. We responded to ‘The table and the dancer’ by Carla J. Maier with drawings by Janna R. Wieland, and ‘The book and the authors reading’ by Elise v. Bernstorff and Carla J. Maier. Our responses are within the ontological turn and specifically posthuman studies and new material feminism(s). We move beyond representational thinking to explore vibrant matter and experiment with what more the text, scenes and pictures can become.

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Wallace, Nancy V., Carlos R. A. Jones, Deborah Lipa-Ciotta, and Corinne M. Kindzierski. "Dancing through the Decades in Middle School." Middle School Journal 45, no. 4 (March 2014): 13–22. http://dx.doi.org/10.1080/00940771.2014.11461892.

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Risner, Doug. "Dancing Boys: High School Males in Dance." Journal of Dance Education 17, no. 4 (October 2, 2017): 163. http://dx.doi.org/10.1080/15290824.2017.1285197.

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Vaisman, Nachum. "Weight Perception of Adolescent Dancing School Students." Archives of Pediatrics & Adolescent Medicine 150, no. 2 (February 1, 1996): 187. http://dx.doi.org/10.1001/archpedi.1996.02170270069010.

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Silverman, Joseph A. "Weight Perception of Adolescent Dancing School Students." Archives of Pediatrics & Adolescent Medicine 150, no. 11 (November 1, 1996): 1221. http://dx.doi.org/10.1001/archpedi.1996.02170360111025.

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Bronner, Eva. "School Curricula in Germany: Dancing on the Edge." Congress on Research in Dance Conference Proceedings 41, S1 (2009): 273–77. http://dx.doi.org/10.1017/s2049125500001217.

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In the German federal states of North-Rhine-Westfalia (NRW) and Baden-Württemberg dance isn't a school subject. However, there is dance within physical education—with big differences: In NRW physical education is committed to the purpose of holistic education. Dance is an essential part thereof and obligatory for girls and boys at all class levels and in all types of schools. In Baden-Württemberg dance diminishes within physical education the higher the class and educational level of the student. Unfortunately it has degenerated into a semisport without artistic or pedagogical depth. As an elective matter it can be chosen—or not.

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Кравчук, Т. М., and К. М. Голівець. "Peculiarities of Use of Dancing Exercises in Physical Education of Female High Schoolers." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 4 (December 25, 2015): 11–16. http://dx.doi.org/10.17309/tmfv.2015.4.1151.

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The purpose of the research is to ground and develop the methods of the use of dancing exercises at physical training classes in high school and to experimentally verify their effectiveness. Research methods. Theoretical ones: study and analysis of pedagogical, scientific and methodological literature on the problems under research; a complex of empirical research methods: research and experimental work, observations, questionnaires, testing; statistical methods of research and data reduction. Research results. The paper reveals the peculiarities of the use of dancing exercises at physical training classes in high school. It shows that dancing exercises can and must be part of the physical education of high schoolers to develop their strength, flexibility, endurance, coordination abilities and to cultivate movement culture, musicality, dancing abilities and aesthetic taste. The study proves that the use of dancing exercises of classical choreography, rhythmic gymnastics and health-improving aerobics at the physical training classes in high school helps increase the level of development of flexibility, strength and agility.

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Rudisill, Kristen. "My School Rocks! Dancing Disney's High School Musical in India." Studies in Musical Theatre 3, no. 3 (December 1, 2009): 253–71. http://dx.doi.org/10.1386/smt.3.3.253/1.

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Torzillo, Miriam. "Dancing around the Edges: Dance in the Primary School." International Journal of Arts Education 7, no. 1 (2013): 25–36. http://dx.doi.org/10.18848/2326-9944/cgp/v07i01/36183.

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Sheehan, Michele. "Dancing with Monica:Personal perceptions of a home‐school mom." Roeper Review 24, no. 4 (June 2002): 191–96. http://dx.doi.org/10.1080/02783190209554179.

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邹, 军. "Dancing Education in Senior High School: A Pilot Study." Advances in Education 06, no. 07 (2016): 6–9. http://dx.doi.org/10.12677/ae.2016.67b002.

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Murphy, Jerome T. "Dancing Lessons for Elephants: Reforming Ed School Leadership Programs." Phi Delta Kappan 87, no. 7 (March 2006): 489–91. http://dx.doi.org/10.1177/003172170608700705.

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Askins, Larry E. "Soundoff: Make Room for Dancing." Mathematics Teacher 88, no. 1 (January 1995): 6–7. http://dx.doi.org/10.5951/mt.88.1.0006.

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As mathematics teachers, we are eager for an optimistic view of what our classrooms can become during this decade and beyond. I believe that NCTM's Professional Standards for Teaching Mathematics (1991) and Curriculum and Evaluation Standards for School Mathematics (1989) present a clear vision for making mathematics education successful in the 1990s. However, the documents mean nothing if individual teachers fail to take deliberate steps toward realizing that vision.

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Winther, Helle. "Dancing Days With Young People." International Journal of Qualitative Methods 17, no. 1 (October 1, 2018): 160940691878933. http://dx.doi.org/10.1177/1609406918789330.

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The film Dancing Days With Young People is inspired by art-based research and performative social science. Here artists and researchers examine important issues together. The film follows 1 teacher, 21 university students, and 200 high school pupils from various cultural backgrounds. It focuses especially on the young university students in a challenging course of teaching emphasizing creativity, embodied leadership, and dance. Here, they also teach the high school pupils various styles of dance. Research shows that it can be challenging for many young people to develop teaching competency and the embodied leadership they will need in their impending work as teachers. This is also an issue in many university educations and other educational fields. Therefore, the research questions examined how we can develop somatic awareness, creativity, and embodied leadership through innovative educational processes. And how close-to-practice, artistic elicitation methods may contribute to both researching and portraying this process. The film was created by collaboration between a researcher and teacher, a documentary film instructor, a musician, and a creative film editor. The film was both part of the research process and the result of the creative collaborative. It may be regarded as a coproduced research publication in itself, as it visualizes and documents the findings of the project. Therefore, the film may be seen as a contribution to the growing field within performative social science. Here, the film illustrates especially well the intense moments in sensual emotional situations, which cannot be captured solely in the world of words. The findings show that embodied leadership may be developed through real-world learning processes in which joyous, vulnerable, and subjectively experienced risk-filled situations become part of a common creative educational journey. The teaching methods and the theme of embodiment and leadership may be applicable in wider educational fields.

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Torzillo, Miriam, and Reesa Sorin. "Dancing Toward Each Other: Dance in the Primary School Classroom." International Journal of Interdisciplinary Educational Studies 13, no. 2 (2018): 31–48. http://dx.doi.org/10.18848/2327-011x/cgp/v13i02/31-48.

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Nanu, Liliana. "Development of Coordination Capacities Through Dancing among Primary School Children." Annals of "Dunarea de Jos" University of Galati. Fascicle XV, Physical Education and Sport Management 2 (June 29, 2018): 36–39. http://dx.doi.org/10.35219/efms.2018.2.08.

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Cone, Theresa Purcell. "Book Review: Dancing in Your School: A Guide for Preschool and Elementary School Teachers." Journal of Dance Education 7, no. 2 (April 2007): 63–64. http://dx.doi.org/10.1080/15290824.2007.10387338.

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Anggraeni, Sri Wulan, Aang Solahudin Anwar, and Sri Rahayu. "The Relationship Between Creativity And Dancing Ability." International Journal of Theory and Application in Elementary and Secondary School Education 2, no. 1 (April 30, 2020): 29–38. http://dx.doi.org/10.31098/ijtaese.v2i1.163.

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The problem in this research is the low ability of students to dance. This can be seen from the teacher has not stimulated students in dancing and the lack of student creativity in creating dance movements. This research aims to test the significance of the relationship of creativity with the ability to dance in students' elementary school. This research is a correlational study using a quantitative approach. Data collection techniques through creative tests and dance skills test. Analytical techniques using prerequisite analysis tests include normality testing, linearity test, and hypothesis testing using the product-moment correlation analysis with the level of significance of the analysis results by 5%. Based on the results, the study showed that there was a positive and significant relationship between creativity and the ability to dance fourth-grade students of elementary school. This is evidenced by the significance of the 0.02 (P ≤ 0.05), meaning there is a positive relationship between creativity and the ability to dance.

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Rohartati, Sri. "Influence of Cooperative Learning Model of Bamboo Dancing to Students Learning Outcomes in Social Sciences in Elementary School." International Journal of Science and Applied Science: Conference Series 3, no. 1 (December 11, 2019): 163. http://dx.doi.org/10.20961/ijsascs.v3i1.32454.

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This research is entitled, The Influence of Cooperative Learning Models Type Bamboo Dancing Against Learning Outcomes of Students in Social Sciences Subjects in Primary Schools. This study aims to describe the implementation and influence of the cooperative model type bamboo dancing on improving student learning outcomes in social science subjects. The research problem formulation was formulated as "Is there any influence of cooperative learning model type bamboo dancing on student learning outcomes on social science subjects in elementary school?" The research method used was an experiment with the nature of quantitative research. The research design used is Quasi Experimental Design. The population of this study were students of the Public elementary School Mandalawangi district Cipatat West Bandung District. The research instrument uses observation sheets and test questions. The results of the test research data show that there is an increase in learning outcomes of students in social studies learning in elementary schools with the use of a cooperative type type bamboo dancing, can be seen from the results of the t-test on the sig (2-tailed) section showing differences in learning outcomes of students in post- the test obtained 0,000 this shows 0,000 <0,05, then H0 is rejected means that there is a significant difference in the learning outcomes of students between the experimental class and the control class there are differences after treatment. This difference suggests that the experimental class is superior and better the results can be seen through the average social studies learning outcomes of students in the experimental class using bamboo dancing models. Based on the proof of the hypothesis that reads "there is a significant influence on cooperative learning models of bamboo dancing type on the learning outcomes of students on social science subjects in elementary schools", the H1 hypothesis is accepted.

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Pennington, Colin G., and Larry P. Nelson. "Physical Activity Contributions of Dancing Classrooms Program on Middle School Students." Physical Educator 77, no. 2 (2020): 230–56. http://dx.doi.org/10.18666/tpe-2020-v77-i2-9794.

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S. Javina , MAED, Freddie. "STUDENTS AWARENESS AND PERFORMANCE INPHILIPPINE FOLK DANCES." International Journal of Advanced Research 9, no. 01 (January 31, 2021): 730–42. http://dx.doi.org/10.21474/ijar01/12350.

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This research aimed to determine the students level of awareness and performance in folk dance that served as basis of developing program for promotion of folk dancing skills in Bitin National High School for the school year 2017 to 2018.The descriptive research was used in the study using the Grade 9 students of Bitin National High School as the respondents. A self-made questionnaire and rubrics for dance performance were used to describe the level of awareness and dance performance skills of the respondents. Mean and standard deviation and Pearson r correlation using an alpha level of .05 were used as the statistical tools.The study revealed the following findings. Majority were 15 years old (90), followed by 14 years old (65), 16 years old (53), 17 years old (23) and the least 18 years old (10) with total number of 241.The over-all mean of 3.30 shows that the students are Moderately Interested about Philippine folk dances. For the Level of awareness of the students to folk dance related variables. In terms of the following variables: objectives, has an over-all mean (OM) of 3.30, strategies (OM=3.71), skills in folk dancing (OM=3.77), availability of dance materials (OM=2.88), and training (OM=3.12) were all interpreted as Moderately Aware. While exposure to Philippine folk dances (OM=3.43) shows that the students are somewhat awareto Philippine folk dances. Only the competence of the dance instructor was rated highly aware.With regard to the performance of the Grade 9 students in folk dancing fundamental skills, for the three categories given: poise and grace, timing and rhythm, interpretation of literature, most of the respondents were rated as Moderately Aware.The Correlation of folk-dance awareness variables as to poise and grace shows No Significant Correlation to folk dancing fundamental skills. The second category for folk dancing fundamental skills, timing and rhythm shows Negligible Correlation to folk dance awareness variables. The third category which is the interpretation of literature also shows Negligible Correlation to folk dance awareness related variables.

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Gottschild, Brenda Dixon, and Seán Curran. "The Black Dancing Body: An Interview with Seán Curran." Dance Research Journal 36, no. 1 (2004): 27–42. http://dx.doi.org/10.1017/s0149767700007555.

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BDG: Seán, I want to start with something that you said yesterday about never having been able to do Bill's [Bill T. Jones's] movement the way he did it—or was it the way he wanted it done? Could you talk about that?SC: The way he did it. Bill has a very inventive, deeply personal, and unique way of moving, perhaps because he didn't come up through the sort of modern dance training sought by many African-American dancers. People in college told Bill that he should go to New York to be “finished” by Alvin Ailey and he really did not have an interest in that. Bill studied dance with Percival Borde and contact improvisation with Lois Welk and was a track star in high school and college. He did a lot of musical theater in high school with an English teacher he loved very much. Bill was about dancing his own way.

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송미숙 and 정성준. "Effects of Line Dance on Dancing Ability Belief of Elementary School Students." Journal of Korean Dance 29, no. 3 (December 2011): 251–74. http://dx.doi.org/10.15726/jkd.2011.29.3.011.

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Becker, Kelly Mancini. "Dancing Through the School Day: How Dance Catapults Learning in Elementary Education." Journal of Physical Education, Recreation & Dance 84, no. 3 (March 2013): 6–8. http://dx.doi.org/10.1080/07303084.2013.763665.

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Zander, Lysann, Madeleine Kreutzmann, Stephen G. West, Ellen Mettke, and Bettina Hannover. "How school-based dancing classes change affective and collaborative networks of adolescents." Psychology of Sport and Exercise 15, no. 4 (July 2014): 418–28. http://dx.doi.org/10.1016/j.psychsport.2014.04.004.

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이은정 and 김명숙. "Consideration to Convergence dancing Program - Subjecting on Middle & High School Students." Korean Journal of Dance Studies 09, no. 38 (October 2012): 45–65. http://dx.doi.org/10.16877/kjds.09.38.201210.45.

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Greeley, Nansee, and Theresa Reardon Offerman. "Now & Then: Dancing in Time and Space: A Step Back in Time." Mathematics Teaching in the Middle School 4, no. 3 (November 1998): 192–99. http://dx.doi.org/10.5951/mtms.4.3.0192.

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Now… Michael Anthony Began What Would Be His Career as a dancer when he was in elementary school. His parents had e nrolled him in both piano and dance classes. and he soon discovered his love of music. During junior high school, he succumbed to peer pressure and dropped dance to play sports. Michael's agility and conditioning from dance, however. proved he lpful on both the court and the field, and he soon became a valued member of his junior high school football and basketball team. By the time he started high school, he realized how much he missed dance. While continuing his sports, he returned to dance lessons and found the theater to be a wonderful place to incorporate dance with high school life. After high school, Michael attended the Boston Conservatory. majoring in musical theater and minoring in dance. He believes that his strong mathematic background significantly helped him in his music-theory courses and that it is an asset in his career as a director, composer, and choreographer.

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Melindawati, Silfi. "Pengaruh Model Pembelajaran Bamboo Dancing Terhadap Hasil Belajar IPS Di Kelas V SD NEGERI 50 Kuranji Padang." JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR 3, no. 1 (September 29, 2019): 10. http://dx.doi.org/10.24036/jippsd.v3i1.106194.

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This research is motivated by the low student learning outcomes in social studies learning in the fifth grade of SDN 50 Kuranji Padang. This study aims to determine the effect of the Bamboo Dancing learning model on the learning outcomes of fifth grade students of SDN 50 Kuranji Padang. The research method used was Quasi Experimental Design with the design of Posttest Only Control Design. The population in this study were fifth grade students of SDN 50 Kuranji Padang, which class VB using the Bamboo Dancing learning model while the VA class using the Bamboo Dancing learning model. Based on the results of the posttest, the average value of the experimental class is 80.0 and the average value of the control class is 63.93. From the results of hypothesis testing with a significance level of 0.05, obtained a significant value of 0.51 because sig˃α, the hypothesis is accepted, so it can be concluded that the Bamboo Dancing learning model influences social studies learning outcomes of students in fifth grade SDN 50 Kuranji Padang in the 2018 school year / 2019.

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Ma'ruf, Amar, and Rika Rahim. "INCREASING THE STUDENTS’ SPEAKING ABILITY THROUGH BAMBOO DANCING METHOD." EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS 2, no. 2 (November 15, 2013): 140. http://dx.doi.org/10.26618/ejpbi.v2i2.790.

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The objective of this research was to find out the improvement of the students’ fluency and speaking fluency through bamboo dancing pairs and to find out the improvement of the students’ fluency in speaking through bamboo dancing pairs. The researcher used a class Action Research (CAR). The researcher had conducted two cycles, where each cycle consists of four meetings. It employed speaking test as the instrument. The number subject of the research is 24 students in class V11. A. The researcher took data of real from the school to know the students’ speaking fluency. The research findings indicated that the use of Bamboo dancing Method increased the students’ speaking fluency. From the Table 1 indicated that there was increase the students’ speaking fluency from cycle I to cycle II, whereas in cycle I the students’ achievement was 5.5 and in cycle II the students’ achievement was 7.2. Then from the table two indicated that there was increase the students’ speaking fluency from cycle I to cycle II, whereas in the cycle I the students’ achievement was 5.9 and in cycle II the students’ achievement was 7.8. From this findings, the research made a conclusion that by using Bamboo Dancing method could improve the students’ motivation in speaking fluency and make the students’ active to speak in a learning process.Keyword: Increasing, speaking, ability, bamboo, dancing, method

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Mawang, Lucy Lugo, Edward M. Kigen, and Samuel M. Mutweleli. "The relationship between musical self-concept and musical creativity among secondary school music students." International Journal of Music Education 37, no. 1 (October 10, 2018): 78–90. http://dx.doi.org/10.1177/0255761418798402.

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The purpose of this study was to establish the relationship between musical self-concept and musical creativity, and to determine the best predictors of musical creativity given the musical self-concept dimensions. Participants ( N = 201) were music students, drawn from 21 secondary schools in Kenya. Music Self-perception Inventory-Version 2 (MUSPI) was used to gather data on participants’ musical self-concept. Musical creativity was measured using the Consensual Musical Creativity Assessment Scale (CMCAS). Results indicated a positive relationship between musical self-concept and musical creativity ( r = .25, p < .01). All the musical self-concept dimensions, except singing and dancing showed positive associations with musical creativity. Further, a significant mean difference in musical creativity for positive and negative musical self-concept was observed. Multiple regression indicated that the best predictors of musical creativity were sense of rhythm and dancing self-concepts and the strongest predictor of musical creativity was sense of rhythm self-concept. A significant gender difference in musical creativity was observed, with males scoring higher than females. However, there was no significant difference in participants’ musical creativity based on age. The study recommends interventions and conducive environments for the development of positive musical self-concept.

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Dregval, Liudmila, and Aušra Petrauskienė. "Associations between physical activity of primary school first-graders during leisure time and family socioeconomic status." Medicina 45, no. 7 (July 12, 2009): 549. http://dx.doi.org/10.3390/medicina45070073.

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In 2008, an international survey on obesity among first-graders and its risk factors was performed in Lithuania. The objective of this study was to assess physical activity of first-graders during leisure time according to family socioeconomic status. The study was performed in Šiauliai region schools selected randomly in 2008. The anonymous questionnaires were distributed among 630 first-graders and filled out by 515 parents (response rate was 81.8%). It was showed that physical activity of first-graders during leisure time is insufficient. More than half of them (60.4%) did not attend sports or dancing clubs; children spent much time passively watching TV or playing on a computer. Mostly children watched TV for 2 hours on workdays (45.1%) and for 3 hours or more on weekends (41.4%). Mostly children spent about an hour per day playing on a computer: one-third of first-graders spent it on workdays; during weekends, the percentage of children spending about an hour per day playing on a computer was lower (28.5%). One-third of first-graders (36.9%) spent their leisure time outside for 3 or more hours on workdays and 87.1% on weekends independently of parents’ educational level, income, and place of residence. The associations between family socioeconomic status and physical activity of children were observed. The lowest percentage of children attending sports or dancing clubs and playing computer games was seen in low-income families and families where parents had low educational level. They spent more time outside (on workdays) compared with those children whose parents had university education and high income. Fewer first-graders from families living in villages than those living in cities attended sports or dancing clubs and played on a computer, but more of them spent leisure time outside.

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Satrianingrum, Arifah Prima, Yulsyofriend Yulsyofriend, and Syahrul Ismet. "Metode Pengenalan Berbahasa Inggris di Pioneer Montessori School Padang." Diklus: Jurnal Pendidikan Luar Sekolah 4, no. 2 (September 30, 2020): 101–11. http://dx.doi.org/10.21831/diklus.v4i2.31571.

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AbstrakMasa usia dini disebut juga dengan golden age yang sangat tepat untuk mendukung perkembangan dan pertumbuhan anak. Aspek bahasa merupakan salah satu aspek yang penting. Penelitian ini bertujuan untuk mendeskripsikan berbagai metode pengenalan berbahasa Inggris di Pioneer Montessori School Padang. Penelitian ini menggunakan metode deskriptif kualitatif. Informan dalam penelitian ini ialah kepala sekolah dan guru. Teknik pengumpulan data yang digunakan terdiri dari observasi, wawancara dan dokumentasi. Teknik analisis data yang dilakukan melalui reduksi data, penyajian data dan verifikasi data. Sedangkan teknik pengabsahan data menggunakan uji kredibilitas, uji transferabilitas, uji dependabilitas dan uji konfirmabilitas. Hasil penelitian menunjukkan bahwa di Pioneer Montessori School Padang terdapat 12 (dua belas) metode pengenalan berbahasa Inggris untuk anak usia dini. Metode tersebut terdiri dari TPR (Total Physical Response), singing song, dancing, concrete things, art, reward, story telling, three period lesson, games, sport, listen and repeat, serta pembiasaan dan pengulangan dalam berbahasa. THE INTRODUCTION METHOD TYPE OF ENGLISH AT PIONEER MONTESSORI SCHOOL OF PADANGAbstractThe early childhood era also called by golden age which is precise for them to support their development and growth. Language aspect is one of the important aspect. The purpose of this research is to describe what kind of method th at Pioneer Montessori School of Padang use for introducing English. This researchis using descriptive- qualitative method. The informantion gained from the head master and teachers of the school. The technical of data aggregation are observation, interview and documentation. Data analysis conducted through data reduction, data display, and data verification. The technical of approval was using credibility, transferability, dependability and confirmability. The result of research showed that in Pioneer Montessori School of Padang there are 12 (twelve) English introduction methods for early childhood. The method are TPR (Total Pyshical Response), singing song, dancing, concrete things, art, reward, story telling, three period lesson, games, sport, listen and repeat, also habituation and repetition.

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de Valenzuela, Monica Posada. "Dancing with Mothers: A School-Based Dance/Movement Therapy Group for Hispanic Immigrant Mothers." American Journal of Dance Therapy 36, no. 1 (April 9, 2014): 92–112. http://dx.doi.org/10.1007/s10465-014-9166-5.

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Nurhasanah, Septria, and Indra Yeni. "Gambaran Ekstrakurikuler di Taman Kanak-kanak Telkom School Padang." Indonesian Journal of Islamic Early Childhood Education 4, no. 1 (July 29, 2019): 59–68. http://dx.doi.org/10.51529/ijiece.v4i1.149.

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This study aims to describe extracurricular activities at the Telkom School Kindergarten in Padang. This research uses descriptive method using qualitative. Informants from this study were principals, class teachers and extracurricular teachers. Data collection techniques in this study used observation techniques, interview techniques and documentation techniques. Data analysis techniques used are data triangulation techniques. There are five extracurricular activities carried out namely hafidz extracurricular activities, dancing, swimming, computer, and marching bands. The result of the study are generally known that extracurricular activities at the Padang School Kindergarten in Padang have been ongoing. The teacher has carried out planning, implementation, and evaluation that is able to develop talents and channel children’s interests trough scheduled activities even though there are still shortcomings in their implementation.

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Kumar, Anita. "What's the Matter?: Shakti's (Re)Collection of Race, Nationhood, and Gender." TDR/The Drama Review 50, no. 4 (December 2006): 72–95. http://dx.doi.org/10.1162/dram.2006.50.4.72.

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The 2005 Student Essay Contest winner weaves together the narratives of members of Viji Prakash's Shakti bharatanatyam school community, dancing in and out of positions of marginality to unravel the notion of group identity as cohesive, homogenous, and pure as she confronts her own performance and corporealization of South Asian American identity.

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Deyhle, Donna. "Break Dancing and Breaking Out: Anglos, Utes, and Navajos in a Border Reservation High School." Anthropology & Education Quarterly 17, no. 2 (June 1986): 111–27. http://dx.doi.org/10.1525/aeq.1986.17.2.04x0576d.

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Maples, Holly. "Embodying Resistance: Gendering Public Space in Ragtime Social Dance." New Theatre Quarterly 28, no. 3 (August 2012): 243–59. http://dx.doi.org/10.1017/s0266464x12000437.

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In this article Holly Maples examines how the controversy surrounding the ragtime dance craze in the United States allowed women to renegotiate acceptable gendered behaviour in the public sphere. In the early 1910s many members of the public performed acts of resistance to convention by dancing in the workplace, on the street, and in public halls. Civic institutions and private organizations sought to censor and control both the public space of the dance hall and the bodies of its participants. The controlling of social dance was an attempt to restrain what those opposed to the dances saw as unrestrained and indecent physical behaviour by the nation's youth, primarily targeting ragtime dancing's ‘moral degradation’ of young women. It was not merely the public nature of the dancing that was seen as dangerous to women, however, but the dances themselves, many of which featured chaotic, off-centred choreography, with either highly sexualized behaviour, as seen in the tango and the apache dance, or clumsy, un-gendered movement, popular in the animal dances of the day. Through ragtime dancing, women performed acts of rupture on their bodies and the urban cityscape, transforming social dancing into public statements of gendered resistance. Holly Maples is a lecturer in Drama at the University of East Anglia. Both a theatre practitioner and a scholar, she trained as an actress at Central School of Speech and Drama in London and completed her PhD in Theatre Studies at Trinity College Dublin. Her book, Culture War: Conflict, Commemoration, and the Contemporary Abbey Theatre, has recently been published in the ‘Reimagining Ireland’ series by Peter Lang.

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Addison, Richard. "Parents' Views on their Children's Musical Education in the Primary School: A Survey." British Journal of Music Education 7, no. 2 (July 1990): 133–41. http://dx.doi.org/10.1017/s0265051700007634.

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The writer and ten primary school teachers conducted a survey aiming to find out the extent of parental interest in musical activity in schools of contrasting location and character. Parents' interests and tastes in music were canvassed, together with the interest shown by children at home. They were also asked their opinions about various types of school musical activity. Results showed no lack of interest amongst parents, and strongest support for singing, moving/dancing, listening, and playing ‘school’ instruments. They also, overwhelmingly, would have liked their children to have had the chance of learning orchestral /band instruments. The survey was useful and encouraging, but improvements could follow in any future ones. Parents' views on educational concerns were illuminating and thought-provoking for teachers.

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CANAZART DOS SANTOS, VILMA. "DANCING AND HUMAN DEVELOPMENT OUT OF SCHOOL: AN ANALYSIS OF IFPE EXTENSION PROGRAM – CARUARU CAMPUS/PE." Fiep Bulletin- Online 88, no. I (January 1, 2018): 386–90. http://dx.doi.org/10.16887/88.a1.95.

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SHIROKI, Etsuko, and Yuko KIKUCHI. "A Study on Position and Consciousness of Dancing in Physical Education in the Junior High School." Japanese Journal of Sport Education Studies 9, no. 1 (1989): 49–56. http://dx.doi.org/10.7219/jjses.9.49.

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Cheverda, A. "Influence of fitness activities with elements of sports dances on the development of coordination abilities of children 6-8 years." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 2(122) (February 21, 2020): 183–86. http://dx.doi.org/10.31392/npu-nc.series15.2020.2(122).38.

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The purpose of the study is to determine the effectiveness of the impact of fitness classes with elements of sports dancing on the development of coordination abilities in children 6-8 years, to identify the relationship between wellness activities with elements of sports dance and indicators of physical development of older preschool children. Research methods - theoretical analysis of special scientific and methodological literature and documentary materials, anthropometric research methods, pedagogical methods (experiment, observation, fitness testing), methods of mathematical statistics. Anthropometric studies involved children 6-8 years of age engaged in fitness with elements of sports dancing (24 people). By means of pedagogical methods, the influence of wellness fitness classes with elements of sports dances on the development of coordination abilities of older preschool children was determined. The study identified the age at which children of pre-school age are most involved in exercising children's fitness with elements of sports dancing. The relationship between wellness activities with elements of sports dance and indicators of physical development of older preschool children is established. The factors that positively influence the development of coordination abilities of older preschool children engaged in fitness with elements of sports dance have been identified. According to the results of the experiment, it was found that fitness classes with elements of sports dance significantly contribute to the development of coordination abilities in children of older preschool age.

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Abrahamsen, Marianne, and Katrin Hjort. "Backwards in High Heels: Gender and Career in Danish Upper Secondary School Management." Journal of Public Administration and Governance 6, no. 1 (March 7, 2016): 104. http://dx.doi.org/10.5296/jpag.v6i1.8860.

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We often describe Denmark and the other Nordic countries as successful when it comes to equality between the sexes. However, is this true? If we survey the management of Danish upper secondary schools, only one third of the top managers are women, an inequality that will not necessarily change in the coming years. The demand for management is increasing and should result in new career possibilities for all, but in fact we may see a new form of gendered division of labor, a scenario where men as top managers (COEs or A-leaders) deal with externally oriented economic and strategic tasks and women as middle managers (assistant managers or B-leaders) take care of internal “housewife work” relating to employees and students and teaching and learning. [1] Referring to the dancer Ginger Rogers regarding her dancing with Fred Astaire

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Yi, Yu Ree, and EunKyu Park. "A Theoretical Study on 'Rhythmic analysis' of Elementary School Dancing Space -Based on the Henry Lefebbr theory-." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 24 (December 31, 2018): 511–31. http://dx.doi.org/10.22251/jlcci.2018.18.24.511.

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Gustafson, Ruth. "Drifters and the Dancing Mad: The Public School Music Curriculum and the Fabrication of Boundaries for Participation." Curriculum Inquiry 38, no. 3 (June 2008): 267–97. http://dx.doi.org/10.1111/j.1467-873x.2008.00409.x.

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Fauzziyah, Nailul, Aries Tika Damayani, and Rofian Rofian. "PERSEPSI KEGIATAN EKSTRAKULIKULER KESENIAN TERHADAP MINAT DAN KREATIVITAS SISWA SD AL-HUDA SEMARANG." Jurnal Sinektik 2, no. 2 (December 3, 2019): 158. http://dx.doi.org/10.33061/js.v2i2.3329.

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This research aimed to determine the perceptual categories of art extracurricular activities in dance and painting on the interest and creativity of Al-Huda Elementary School students in Semarang. The method of this research was quantitative research with a type of descriptive approach. The research instrument was in the form of a questionnaire. The population in this study amounted to 65 students (35 dance students and 30 painting students). The test on the validity used a product moment correlation formula, the test on reliability used an alpha formula and the test on normality used lilifors formula. The results showed that perceptions of dancing extracurricular activities towards the interests was classified to the adequate category (51%), good (20%), less (29%). For the dancing extracurricular activities of dance towards the creativity of students, was classified to the good category (43%), sufficient (40%), less (17%). Whereas for painting extracurricular activities on students’ interest was classified to good (63%), sufficient (27%), less (10%). For painting extracurricular activities painting on the creativity of students was classified to the enough category (47%), good (30%), and less (23%).

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Soeyono, R., Riris Setyo Sundari, Ervina Eka Subekti, Ryky Mandar Sary, and Mei Fita Asri Untari. "PELATIHAN TATA RIAS DAN BUSANA PERTUNJUKAN PADA GURU SEKOLAH DASAR KECAMATAN GAYAMSARI SEMARANG." E-DIMAS 2, no. 1 (March 1, 2011): 87. http://dx.doi.org/10.26877/e-dimas.v2i1.98.

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Abstract Being able to organize the fashion including makeup of the elementary students in their show is the aim of this community service. In exploring the students?óÔé¼Ôäó talent, the school needs to have a show for them like dancing show. This program was held at elementary schools in Gayamsari Semarang. Team of community service found that there are still less skill in arranging the fashion and makeup for their own students before they perform on the stage. Team taught that the elementary teachers need to equip this skill in order to prepare and help them in dressing fashion and makeup of the show. In this program also train them how to choose a wardrobe/ proper fashion, how to dress the performer, and how to mix and match the fashion and its makeup, etc. The training was held in February 19th 2011 and it was attended by 25 participants. Each participant looks very enthusiastic and wondering to get every session of trainings. ?é?á Key Word: fashion and makeup, dancing show, performance

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Devarajan, Arthi. "Dancing Krishna in the suburbs: Kinaesthetics in the South Asian American diaspora." Studies in South Asian Film & Media 4, no. 2 (October 1, 2012): 167–77. http://dx.doi.org/10.1386/safm.4.2.167_1.

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This article explores kinaesthesia as a central aspect of religious pedagogy in a transnational Hindu community, through ethnographic observation of American practitioners of Bharatanatyam (classical Indian dance).1 The Natyanjali School of Dance (Andover, Massachusetts, United States) is a small, multigenerational community, comprised of dance teacher Jeyanthi Ghatraju, a group of South Indian first-generation immigrant IT professionals, and their American-born children. Through Bharatanatyam, pedagogical practices of physical training, repetition and constructions of body comportment, students learn South Asian languages, culture and Hindu religious narratives. Additionally, they absorb practices of social organization and moral knowledge through interactions with their teacher, elders and peers. Although studies of kinaesthesia attend to the physical body and its faculties of movement, sense, socialization and cognitive knowledge, the processes by which kinaesthetics inform the construction of religious experience, value, belief and identity remain relatively unexplored. This article examines the construction of Hindu and Indian identity, personal religiosity and morality, through the kinaesthetic pedagogies of basic step (adavu) repetition, the embodied and discursive pedagogies of dramatic gestural narration of sacred stories (natya), and the interpretive and devotional conjuring of expression (abhinaya) inherent in Bharatanatyam.

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Collins, Aletta. "A Choreographer's Approach to Opera." Dance Research 33, no. 2 (November 2015): 269–72. http://dx.doi.org/10.3366/drs.2015.0141.

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My first professional commission as a choreographer was not for a dance company but for an opera company, for the Bregenz Festival in Austria. In 1988, while I was still a student at London Contemporary Dance School, I was approached to choreograph Camille Saint-Saëns's Samson et Dalila; the commission also included giving ‘movement’ to the chorus (a group of 120 singers) and directing the dancers when they were not dancing. The dancers were a classical company from Sofia, Bulgaria, a company of thirty none of whom spoke English.

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Journal articles on the topic 'Denishawn School of Dancing'

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