"I Wish Dance Class NEVER Ended": An Activist Approach to Teaching Dance

Autor/inn/en	Shilcutt, Jackie Beth; Oliver, Kimberly L.; Aranda, Raquel
Titel	"I Wish Dance Class NEVER Ended": An Activist Approach to Teaching Dance
Quelle	In: Journal of Dance Education, 22 (2022) 2, S.108-118 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shilcutt, Jackie Beth) ORCID (Oliver, Kimberly L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-0824
DOI	10.1080/15290824.2020.1791337
Schlagwörter	Dance Education; Teaching Methods; Student Centered Learning; Activism; Human Body; After School Programs; Clubs; Curriculum Development; Adolescents; Inquiry; Active Learning; Charter Schools; Middle School Students + Suchen Sie Ihr Suchwort? Dance; Education; Tanzerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktivismus; Politischer Protest; Menschlicher Körper; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Club; Klub; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Aktives Lernen; Charter school; Charter-Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	In an attempt to respond to the calls for dance educators to explore alternatives to harmful authoritarian teaching practices, we propose that one such route forward is an Activist Approach to teaching, which was originally developed in physical education contexts as a student-centered, inquiry-based approach that attends to issues of embodiment while listening and responding to students over time. The purpose of this study is to describe what an Activist Approach to teaching looks like in dance. Specifically, we discuss how we used an Activist Approach in an after-school dance club to co-create a curriculum with youth dancers. Data collection occurred for one year of dance club at middle school charter school in a southwest border community. We describe and reflect on our process of co-creating the learning environment and co-constructing the curriculum with the dancers to facilitate their interests, motivation, and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01