This book, recognized as a most complete and accurate dictionary-glossary-encyclopedia-thesaurus on dancing-with-a-partner, defines and enumerates names, words, and terms with their relation to coupledancing, offering data and suggestions for making coupledancing easier, more graceful, and fun. It targets couples who dance together in any mode,…

"Assessing Dance in Elementary Physical Education" is a special edition of the NASPE Assessment Series for K-12 Physical Education. Elementary school physical educators finally have a book that can help them plan assessments for dance, an important part of a comprehensive physical education curriculum. Through dance, students develop their motor…

This volume introduces an experimental method for teaching creative movement and choreography. The method requires both a framework of conceptual structure, and freedom to explore ideas and imaginative transformation of experience through movement and external form. An opening discussion of creativity explains how dance performance has been…

Dance educators need to be aware of current career trends and focus their programs on practical needs of their students. Teaching, dance journalism, therapy, and photography are career options for the dancer who is not a professional performer. (DF)

This document outlines the performance standards for dance in North Dakota public schools, grades K-12. Four levels of performance are provided for each benchmark by North Dakota educators for K-4, 5-8, and 9-12 grade levels. Level 4 describes advanced proficiency; Level 3, proficiency; Level 2, partial proficiency; and Level 1, novice. Each grade…

Dance should be seen as an authentic avenue for allowing students to learn kinesthetically by using movement that is essential to brain development. Ideally students would be exposed to dance forms and patterns in other art forms like music and drama as well as units within physical education classes. These North Dakota standards may be taught…

This book is designed to help dancers improve their technique and performance in all dance forms by strengthening the body's core while improving coordination, balance, alignment, and flexibility. It features 170 imagery illustrations paired with 160 dance-specific exercises to help maximize body-mind conditioning. It culminates with a 20-minute,…

Tips are given to aid in the successful television production of dance activities from a college studio. (LH)

Describes the author's experiences finding an administrative home for theater departments, whether seceding from a communication arts department, or combining with other arts areas to form a new department. Offers recommendations and advice. (SR)

This framework for dance contains three instructional strands. Each strand has content standards and cumulative student learning expectations for grades K-4, grades 5-8, and grades 9-12. The three strands are: (1) "Basic Elements of Movement;" (2) "Arts in Civilization;" and (3) "Artistic Communication." The content…

These arts standards represent a consensus concerning what every young student should know and be able to do in the arts. The Consortium of National Arts Education Associations believes that every student at every level, pre-kindergarten through grade 12, should have access to a balanced, comprehensive, and sequential program of instruction in the…

This handbook is a guide to help educators and administrators with the decisions they face in the design of an arts assessment. The guide is divided into two broad parts: Part 1: "Background for Thoughtful Arts Education Assessment"; and Part 2: "Assessment Design in Action." The guide includes: (1) a brief background on the…

This handbook is designed for specific use by performing arts presenters and touring companies. These companies pose an immense range of production requirements and challenges to a presenter. The book stresses the basics of technical production with an emphasis on presenting dance. Dance has more inherent pitfalls in its production requirements,…

Most children at a young age appear to enjoy creative movement and have some sense of rhythm. There is a need to implement a sound, theory-based, practical program in elementary schools. This article proposes such a program. (MT)

This curriculum framework for the arts defines expectations for student learning in the arts in New Hampshire. The framework standards do not comprise a curriculum with designated course offerings, teaching methods, or materials; instead, they provide a vision for the future, outlining expectations for student learning at the end of grades 4, 8,…