| Title | Author | Year | Add to Folder |
| The brumby dance episode : On the value of cultural continuity within the localised complexity of remote Indigenous education.
| Spillman, David | 2018 |
Add to Folder
Title: The brumby dance episode : On the value of cultural continuity within the localised complexity of remote Indigenous education.
Author(s): Spillman, David |
Journal Details: Australian Aboriginal Studies n.1 p.19-28
Published: 2018
ISSN: 0729-4352
Abstract: The brumby dance episode occurred as a Warlpiri-inspired response to an emotionally charged conversation regarding the Northern Territory Emergency Response. It took place during the Cross-Cultural Collaboration Project, undertaken in the Northern Territory Department of Education, Employment and Training in 2008. This paper contextualises, describes and analyses the brumby dance episode, examining the perspectives and intentions underlying its enactment. This analysis proposes the brumby dance episode as an exemplar of the great value of cultural continuity processes in bringing traditional Aboriginal ways of knowing, doing and being to the localised complexity of contemporary Indigenous education in Australia, particularly in remote settings. Such strongly relational, strength-based approaches are juxtaposed with those of the currently dominant standardisation policy agenda in Indigenous education, critiqued as over-simplistic (one size fits all), deficit-focused and relationally impoverished. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=221293
Record No: 221293 From EdResearch online
|
| Facilitating children's spatial thinking through dance.
| Madanipour, Parian | 2018 |
Add to Folder
Title: Facilitating children's spatial thinking through dance.
Author(s): Madanipour, Parian |
Journal Details: Prime Number v.33 n.3 p.23-25
Published: July 2018
ISSN: 0816-9349
Abstract: Spatial thinking, an essential ability in understanding, interpreting and reflecting our inherently spatial world, is a significant predictor of success in science, technology, engineering and mathematics (STEM). It is an important component of mathematical ability that can be developed through learning experiences and, therefore, can prepare young children for STEM success. Research suggests that the developmental progress of spatial thinking in children is linked to motor activity. In response to this, dance, an efficient semiotic meaning-making tool, has established its potential in engaging children in embodied thinking and imaginative problem-solving. Given that early intervention promotes success in STEM disciplines, this paper investigates how a combination of the key concepts associated with dance, including embodied thinking and symbolisation and the two spatial inputs such as language and gesture, can enable early childhood educators to facilitate the development of spatial thinking in children. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=220823
Record No: 220823 From EdResearch online
|
| Dance-play as a language of childhood.
| Deans, Jan | 2017 |
Add to Folder
Title: Dance-play as a language of childhood.
Author(s): Deans, Jan |
Journal Details: Every Child v.23 n.4 p.8-9
Published: 2017
ISSN: 1322-0659
Abstract: Hudson is in the centre of an empty carpeted space. His teacher has provided him with an opportunity to perform a solo dance improvisation for his peers, who are gathered on a mat at one end of the room. The teacher accompanies his performance on the hum drum (wooden drum played with a stick). When the music begins, Hudson plants his hands firmly on the floor and flips his body over. He rises quickly to a standing position and immediately drops to the floor, travelling in a semi-circular pathway using a whole of body turning-over motion. He rises to stand, again drops to the floor repeating the semi-circular pathway, and continues his explorations of low-level tumbling. He repeats the sequence of standing, dropping to the floor, travelling using tumbling and rising to standing several times over. The teacher slows the drumming to enable Hudson to find an ending to his dance. What is Hudson communicating through this dance-play? Will his interest in the tumbling movement schema, his sequencing of body activities and his repeated pattern be recognised and valued by his teachers? How will his teacher further scaffold his learning through dance-play? These are just a few questions that spark an enlivened interest in revisiting the value of dance-play as a powerful language for young children. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=219376
Record No: 219376 From EdResearch online
|
| Integrated dance as a public pedagogy of the body.
| Hickey-Moody, Anna | 2017 |
Add to Folder
Title: Integrated dance as a public pedagogy of the body.
Author(s): Hickey-Moody, Anna |
Journal Details: Social Alternatives v.36 n.4 p.5-13
Published: 2017
ISSN: 0155-0306
Abstract: In this article I examine the possibilities for integrated dance in schools, as a way of opening up how practices of schooling understand dance education and inclusive education. 'Integrated dance' is dance made by people with and without disabilities. I examine integrated dance as a movement based practice and show how dance theatre devised and performed by people with and without disabilities can create non-hegemonic, open and generative knowledges of bodies that are medically coded as having disabilities. Such knowledges offer alternatives to some ways students with disabilities are positioned in practices, and academic discourses, of inclusive education. I argue that integrated dance theatre performances create a concept of an open body, an assemblage of affects that is more than the sum of its parts, in which bodies work together as one small aspect of a larger whole in creating affects read by audiences. This affective pedagogy of dance shows us the value of dance as a form of public pedagogy as well as a classroom pedagogy. It offers representations of disability that illustrate the limits of depending on medical ideas of the 'disabled' body. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=220824
Record No: 220824 From EdResearch online
|
| Pirouettes and protractors : Dancing through mathematics.
| Hall, Jennifer
Jao, Limin | 2017 |
Add to Folder
Title: Pirouettes and protractors : Dancing through mathematics.
Author(s): Hall, Jennifer | Jao, Limin |
Journal Details: Australian Primary Mathematics Classroom v.22 n.3 p.3-7
Published: 2017
ISSN: 1326-0286
Abstract: An explanation of how the kinaesthetic context of dance may be used to investigate geometry is provided. Using a context such as dance makes mathematics learning accessible to all and engages students who may not otherwise be engaged. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=219000
Record No: 219000 From EdResearch online
|
| The power of live theatre : How experiencing live dance performances can enrich children's lives.
| Williams, Jacob | 2017 |
Add to Folder
Title: The power of live theatre : How experiencing live dance performances can enrich children's lives.
Author(s): Williams, Jacob |
Journal Details: Educating Young Children v.23 n.1 p.17-21
Published: 2017
ISSN: 1323-823X
Abstract: The benefits available to children when experiencing live dance performances require careful facilitation to ensure that these cultural experiences are enhanced and extended. This requires a shift in perspective, acknowledging young audiences are experts in their own experiences and designing and delivering effective pre- and post-show activities which help children prepare for, and deconstruct, the performance. Only then will the cultural experience continue to resonate throughout a child's lifetime, inspiring and enriching them so that they are able to reach their potential (Eisner 2004). [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=215733
Record No: 215733 From EdResearch online
|
| Team-building activities in dance classes and discoveries from reflective essays.
| Hanrahan, Stephanie J.
Pedro, Rachel A. | 2017 |
Add to Folder
Title: Team-building activities in dance classes and discoveries from reflective essays.
Author(s): Hanrahan, Stephanie J. | Pedro, Rachel A. |
Journal Details: Asia-Pacific Journal of Health, Sport and Physical Education v.8 n.1 p.53-66
Published: March 2017
ISSN: 1837-7122
Abstract: This study aimed to determine students' perceptions of team-building activities within a university Latin dance course. Students (N = 30) completed an evaluation of the team-building activities and wrote reflective essays about their experiences in the course. The course consisted of twenty 90-minute classes. In the third class students were provided an information sheet describing the research. In the fourth class the students completed a demographics questionnaire. In classes 10–14 team-building activities took up roughly the first third of each class. In class 16 the students completed the evaluation. The reflective essays were submitted two weeks after the last class. Students agreed that the team-building activities helped to bond class members, and felt it was valuable for these activities to be included in the unit in the future. The reflective essays indicated the students felt the team-building activities improved interpersonal, dance, and personal mental skills. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/18377122.2016.1272427
Record No: 214609 From EdResearch online
|
| Individuating 'sparks' and 'flickers' of 'a life' in dance practices with preschoolers : the 'monstrous child' of Colebrook's Queer Vitalism.
| Taguchi, Hillevi Lenz
Palmer, Anna
Gustafsson, Lovisa | 2016 |
Add to Folder
Title: Individuating 'sparks' and 'flickers' of 'a life' in dance practices with preschoolers : the 'monstrous child' of Colebrook's Queer Vitalism.
Author(s): Taguchi, Hillevi Lenz | Palmer, Anna | Gustafsson, Lovisa |
Journal Details: Discourse v.37 n.5 p.705-716
Published: October 2016
ISSN: 0159-6306
Abstract: What are the dominant images of the Child in contemporary Western societies? In order to challenge some dominant images of the Child, this essay explores the possibilities of analysing an experimental dance practice with preschoolers aged 1–2 years with Claire Colebrook's theorising on 'the war on norms'. Colebrook suggests a Queer Vitalism to push the limits of how to understand humanness generally, and more specifically, how to understand processes of subjectification. She moves from a post-structuralist understanding toward the Deleuzian notion of practices of individuation and processes of becoming-imperceptible. In this essay, we draw on Queer Vitalism to show how it is possible to understand children's constructions of subjectivity in events of experimental dance practices for preschoolers. The analysis is performed in close interactions with video-films from these workshops transformed to still photography. We aspire to show how these practices can be understood as counter-power strategies in the enactment of an image of a Monstrous Child. Such an image might transform the taken-for-granted image of the Child and preschool practices in subversive ways. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2015.1075710
Record No: 213742 From EdResearch online
|
| Thinking, feeling and relating : Young children learning through dance.
| Deans, Jan | 2016 |
Add to Folder
Title: Thinking, feeling and relating : Young children learning through dance.
Author(s): Deans, Jan |
Journal Details: Australasian Journal of Early Childhood v.41 n.3 p.46-57
Published: September 2016
ISSN: 1836-9391
Abstract: Dance is considered to be central to the development of the young child, yet playful body-based learning is often under represented as a learning area by early childhood educators. Framed within socio-constructivist and rights-based theory, the research reported in this paper investigated young children's learning through dance and the role of the teacher in enabling this learning. The in-depth study adopted a qualitative mixed-methods case study methodology. The findings revealed that dance enabled the participating children to engage in embodied thinking, playful, imaginative problem solving and aesthetic decision making, while developing, through multi- modal semiotic meaning making, a strong sense of self and collective agency. The findings also highlighted a particular pedagogical platform and a range of teaching strategies that supported the establishment of an interest-based socio-constructivist dance curriculum where the voices of children were given an opportunity to be expressed in multiple ways. [Author abstract, ed]
URL (archived) : http://web.archive.org/web/20190802065818/http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/02/AJEC1603.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=213715
Record No: 213715 From EdResearch online
|
| The arts curriculum : raising the standards.
| Pascoe, Robin | 2015 |
Add to Folder
Title: The arts curriculum : raising the standards.
Author(s): Pascoe, Robin |
Journal Details: Professional Educator v.14 n.3 p.17-19
Published: July 2015
ISSN: 1447-3607
Abstract: The publication of the Australian Curriculum: The Arts in 2014 was a watershed moment for arts educators across Australia. It represented more than four years of development (and debate) and now provides a vehicle for legitimising and raising standard of arts education in schools. Through establishing curriculum and achievement standards in the arts, there is an opportunity to address the gaps identified in two significant reviews of arts in schools (The National Review of School Music Education (2005) and The National Review of Visual Education (2008)). The arts were in phase two of the development of the Australian curriculum. Following consultation, the Australian Curriculum Assessment and Reporting Authority reported that there was support for: the arts as stand alone learning areas of the Australian Curriculum. The five subjects were dance, drama, media arts, music and visual arts and design with an emphasis on the entitlement of all students to access all the arts subjects; and, connections between the arts industry and schools. This curriculum holds prospects of an arts education for all Australian students; something that the two national review indicated was eluding many Australian students. [Author abstract, ed]
URL (open access) : http://www.austcolled.com.au/wp-content/uploads/2017/09/37.-Prof-Ed-July-2015.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=209453
Record No: 209453 From EdResearch online
|
| Confessions of a teacher with two left feet : using self-study to examine the challenges of teaching dance in PETE.
| Baker, Kellie | 2015 |
Add to Folder
Title: Confessions of a teacher with two left feet : using self-study to examine the challenges of teaching dance in PETE.
Author(s): Baker, Kellie |
Journal Details: Asia-Pacific Journal of Health, Sport and Physical Education v.6 n.3 p.221-232
Published: November 2015
ISSN: 1837-7122
Abstract: This self-study provides insights into my experiences as a learner and teacher of dance education. The purpose of the research is to consider ways physical education (PE) teacher educators can reconsider and recontextualise their students' perspectives about learning PE subject content through the lens of dance education. Data consisted of multiple qualitative sources such as reflective teacher journals, lesson plans and yearly block plans, and student feedback. The main finding revealed that understanding one's teacher socialisation can be used to inform pedagogies of teacher education (e.g. articulating the how and why of teaching practice, making implicit knowledge of teaching explicit, prioritising community building and inclusion). As well, this research revealed the possibility that some students' perceptions and perspectives around offering dance as part of a comprehensive curriculum can be positively influenced during a relatively short 13-week course, despite negative socialising experiences with dance. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/18377122.2015.1092719
Record No: 210713 From EdResearch online
|
| Seeing futures in ballet : the storylines of four student ballet dancers.
| Loch, Sarah | 2015 |
Add to Folder
Title: Seeing futures in ballet : the storylines of four student ballet dancers.
Author(s): Loch, Sarah |
Journal Details: Discourse v.36 n.1 p.53-68
Published: February 2015
ISSN: 0159-6306
Abstract: This paper explores the storylines of four student ballet dancers who attend a specialist performing arts secondary school and who, in differing ways, envisage futures which 'look straight at ballet'. When decisions about schooling intermingle with long-held imaginings of futures in ballet, thought is provoked about ways the young adolescents embody and express notions of becoming. A Deleuzian lens is employed to explore assemblages of the self through the deterritorialisation that is provoked when unforeseen images emerge and imaginings are challenged. The data discussed in this paper include interview transcripts and pictures participants have drawn of themselves. The analysis uses notions of rhizomatic becoming and positions students' decision making in oscillation between deterritorialisation and reterritorialisation as new languages make sense of how a future in ballet is configured from different perspectives. Themes of being in love with ballet and identities of dancers/non-dancers are negotiated through the data. As talented ballet students are compelled to move away from schooling in order to move closer to their future, concepts of schooling are problematised. Understandings of rhizomatic structures offer insight into the working out of desires, particularly in the context of a specialist performing arts school. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2013.829658
Record No: 205208 From EdResearch online
|
| Young children dancing mathematical thinking.
| Deans, Janice
Cohrssen, Caroline | 2015 |
Add to Folder
Title: Young children dancing mathematical thinking.
Author(s): Deans, Janice | Cohrssen, Caroline |
Journal Details: Australasian Journal of Early Childhood v.40 n.3 p.61-67
Published: September 2015
ISSN: 1836-9391
Abstract: Early childhood educators are required to recognise multiple sources of evidence of children's mathematical thinking. This paper encourages early childhood educators to consider how young children's spontaneous dance improvisations provide evidence of their exploration of the mathematical concepts of spatial orientation and spatial visualisation. In this research, examples of four-year-old children's improvisational dance are drawn from a larger corpus of children's dance vignettes and analysed, highlighting children's demonstrations of embodied spatial orientation and spatial visualisation. Recognising children's spatial thinking provides opportunities for educators to develop contingent learning experiences that facilitate children's exploration of concepts of lines, angles, direction and two- and three-dimensional shapes through other forms of symbolic expression. [Author abstract]
URL (archived) : http://web.archive.org/web/20190801013846/http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2018/07/AJEC-1503.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=208785
Record No: 208785 From EdResearch online
|
| Autoethnography and teacher education : snapshot stories of cultural encounter.
| Legge, Maureen F. | 2014 |
Add to Folder
Title: Autoethnography and teacher education : snapshot stories of cultural encounter.
Author(s): Legge, Maureen F. |
Journal Details: Australian Journal of Teacher Education v.39 n.5 p.117-134
Published: 2014
ISSN: 0313-5373
Abstract: In this paper the author discusses how she framed and wrote an autoethnographic personal narrative of her lived experience as a New Zealand physical education teacher educator in the presence of two cultures, Maori and Pakeha. Central to this qualitative study was writing as a method of inquiry. Using this method the author wrote a series of descriptive 'snapshot stories' derived from field experiences, over an 11-year period, that involved close and prolonged encounters with physical education teacher education (PETE) students in tertiary classrooms and four day marae stays. The storied accounts served as data for self-reflexivity about the author's role as a teacher educator as she worked to integrate with Maori culture. [Author abstract]
URL (open access) : http://dx.doi.org/10.14221/ajte.2014v39n5.1
URL (conditional access) : https://library.acer.edu.au/document/?document_id=204805
Record No: 204805 From EdResearch online
|
| One hundred years of 'Anglo- Saxondom' in the south : The Children's Demonstration Pageant of Empire, South Australia 1936.
| Southcott, Jane | 2014 |
Add to Folder
Title: One hundred years of 'Anglo- Saxondom' in the south : The Children's Demonstration Pageant of Empire, South Australia 1936.
Author(s): Southcott, Jane |
Journal Details: Australian Journal of Music Education n.2 p.159-183
Published: 2014
ISSN: 0004-9484
Abstract: There is a universality to the sight of groups of children celebrating public events. These groups might be large or small but teachers and students put much time and effort into preparing performances for appreciative audiences. These events occur across cultures and countries, are commonplace and expected but also highly memorable to participants and spectators. Sometimes such events gain greater historical significance due to time, place and context. One such example occurred in the years preceding World War 2 in the small but staunchly patriotic State of South Australia. In 1936 13,000 school children gathered in Adelaide to perform a Pageant of Empire as part of the State centenary celebrations. Despite there being rumblings across the globe about the viability of the British Empire or its successor, the Commonwealth, Adelaide was overwhelmed by the spectacle. Miss Inspector Adelaide Meithke brought the production to fruition. The pageant presented choreographed musical displays representing England, Scotland, Ireland, and Wales. The Empire was represented by Indian rajahs, dancing girls, guards, and an elephant, followed by Canadian scenes, then Australian iconic images. The event concluded with the 'Family of Nations'. This article includes participant recollections and is framed by contemporary discussions of the place and role of the Empire. This South Australian celebration can be understood as a looking back to what had been, using visual icons, music, dance and a cast of thousands. [Author abstract]
URL (open access) : http://files.eric.ed.gov/fulltext/EJ1062012.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=214777
Record No: 214777 From EdResearch online
|
| A study of children's musical preference : a data mining approach.
| Yim, Hoi Yin Bonnie
Boo, Yee Ling
Ebbeck, Marjory | 2014 |
Add to Folder
Title: A study of children's musical preference : a data mining approach.
Author(s): Yim, Hoi Yin Bonnie | Boo, Yee Ling | Ebbeck, Marjory |
Journal Details: Australian Journal of Teacher Education v.39 n.2 p.21-34
Published: February 2014
ISSN: 0313-5373
Abstract: Musical preference has long been a research interest in the field of music education and studies consistently confirm the importance of musical preference in one's musical learning experiences. However, only a limited number of studies have been focused on the field of early childhood education. Further, among these limited early childhood studies, few of them discuss children's musical preference in both the East and the West. There is very limited literature which explores the data by using a data mining approach. This study aims to bridge the research gaps by examining children's musical preference in Hong Kong and in South Australia by applying a data mining technique, Self Organising Maps (SOM), which is a clustering method that groups similar data objects together. The application of SOM is new in the field of early childhood education and also in the study of children's musical preference. This paper specifically aims to expand a previous study by conducting deeper investigations into the existing datasets, for the purpose of uncovering insights that have not been identified through a data mining approach. [Author abstract]
URL (open access) : http://dx.doi.org/10.14221/ajte.2014v39n2.5
URL (conditional access) : https://library.acer.edu.au/document/?document_id=203934
Record No: 203934 From EdResearch online
|
| Autobiographical footsteps : tracing our stories within and through body, space and time...
| Ricketts, Kathryn
Snowber, Celeste | 2013 |
Add to Folder
Title: Autobiographical footsteps : tracing our stories within and through body, space and time...
Author(s): Ricketts, Kathryn | Snowber, Celeste |
Journal Details: UNESCO Observatory Multi-Disciplinary Journal in the Arts v.3 n.2
Published: August 2013
ISSN: 1835-2766
Abstract: This article explores the autobiographical footsteps of two dancers, scholars and educators, whose work is grounded in the interconnection between the personal and universal. Author A and Author B explore embodied forms of research and inquiry, juxtaposing their own stories and others; revealing the layers and fragments of narratives, which give rise to fresh meaning and understanding. A grammar of the senses emerges, where visceral perceptions are uncovered and states of immediacy are unearthed. Both Author A and Author B, in different, yet parallel bodily ways, touch on notions of longing, belonging, presence, absence, and place. This explores kinaesthetic, sonic, and textual shades of identity construction and reconstruction and its interconnection to a/r/tography. They provide a path to research more viscerally and invite arts-based researchers, performers, and teachers, to follow the tracings of their own footsteps creating communities of curiosity that travel from senses to sentences. [Author abstract]
URL (archived) : http://web.archive.org/web/1000/http://education.unimelb.edu.au/__data/assets/pdf_file/0007/1107979/014_RICKETTS_PAPER.pdf
Record No: 212249 From EdResearch online
|
| Indigenous culture demystified : inspiring reconciliation through education.
| Spearim, Paul T. | 2013 |
Add to Folder
Title: Indigenous culture demystified : inspiring reconciliation through education.
Author(s): Spearim, Paul T. |
Journal Details: Educating Young Children v.19 n.2 p.38-39
Published: 2013
ISSN: 1323-823X
Abstract: The traditional process of imparting Indigenous cultural knowledge is unique. It involves a number of elements, each of which is as important as the other. These ancient techniques were bestowed upon the author by his parents and their ancestors, who were all part of the Gamilaraay Nation. Gamilaraay people understand their physical existence by fully understanding their spirituality through learning these traditional techniques. The techniques are storytelling; language; song, music and dance; art; and traditional games. Each technique is described briefly. Traditional ways of teaching Gamilaraay culture are clever in their simplicity, which is why children are able to relate to, understand and apply what they learn. From the ancient modes of Gamilaraay teaching there is still so much relevance to how children learn today. [Author abstract, ed]
URL (open access) : https://ecta.org.au/wp-content/uploads/2019/06/Educating_Young_Children_Journal-19.2-2013.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=199840
Record No: 199840 From EdResearch online
|
| Moths, candles and fires : examining dance as creative practice research in a Master's degree.
| Rowe, Nicholas
Buck, Ralph | 2013 |
Add to Folder
Title: Moths, candles and fires : examining dance as creative practice research in a Master's degree.
Author(s): Rowe, Nicholas | Buck, Ralph |
Journal Details: Higher Education Research & Development v.32 n.6 p.1022-1036
Published: December 2013
ISSN: 0729-4360
Abstract: This article reflects on the purposes and functions of examination criteria for Masters' research degrees with creative practice components. With a particular focus on dance projects that incorporate both a performed and a written expression of the research, the authors consider how a rubric for creative practice research degrees might address formative and summative assessment purposes and clarify goals for learners, supervisors, examiners and academic institutions. The discussion is situated within a South Pacific postgraduate learning context and is informed by post-colonial and post-Cartesian concerns over how dance knowledge is recognised in global academia. Much current literature has argued how particular research methods and diverse approaches to the presentation of research outputs can destabilise dominant, logocentric methods of valuing knowledge. The authors' queries extend this argument into the actual quantifiable measuring and evaluation of such knowledge, which Masters' grading necessitates in order to maintain its value as an institutional currency. This leads to the reflections on the rubric for Masters' degrees with Creative Practice components that is currently used within the Dance Studies program of the University of Auckland, and how this rubric might be seen as contributing to an evolving 'cultivated' community of practice within postgraduate examination. The rubric continues to grow through ongoing consultation with postgraduate students, supervisory staff, internal and external examiners and international experts in creative arts academia. The authors' reflections extend the argument for how creative practice might be further rationalised within academia. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/07294360.2013.806440
Record No: 204178 From EdResearch online
|
| The pedagogy of the body : affect and collective individuation in the classroom and on the dancefloor.
| Gilbert, Jeremy | 2013 |
Add to Folder
Title: The pedagogy of the body : affect and collective individuation in the classroom and on the dancefloor.
Author(s): Gilbert, Jeremy |
Journal Details: Educational Philosophy and Theory v.45 n.6 p.681-692
Published: June 2013
ISSN: 0013-1857
Abstract: This article offers some remarks and observations on the similarities, overlaps and resonances between the practice of teaching in higher education, and the practice of DJing at live dance parties. It draws on some relevant sources and developments in cultural theory and continental philosophy in order to reflect more fully on the question of how to understand just what it is that a DJ does and the kinds of 'tacit knowledge' which these practices develop and rely on, as well as the points of similarity between these practices and those which go into the actual psychophysical practice of teaching. Broadly speaking, it explores the implications of a singular observation; that the sense of collective, interactive empowerment which the DJ tries to facilitate and engender in the dancing crowd is interestingly similar to that which characterises the most successful group teaching situations, such that reflecting upon these two sets of practices together may offer some illuminating insights into each. [Author extract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/00131857.2012.723890
Record No: 201894 From EdResearch online
|
| Primary school children's imitation of sexualised music videos and artists.
| Ey, Lesley-Anne
Cupit, C. Glenn | 2013 |
Add to Folder
Title: Primary school children's imitation of sexualised music videos and artists.
Author(s): Ey, Lesley-Anne | Cupit, C. Glenn |
Journal Details: Children Australia v.38 n.3 p.115-123
Published: September 2013
ISSN: 1035-0772
Abstract: Music media contains high levels of sexual content and children spend a considerable amount of time interacting with it. This poses the question as to whether children internalise and imitate the sexual behaviours displayed by music artists. This study observed the self-presentation of 366 children aged 5–14 years at two Australian primary school discos. Children of all age groups were directly imitating both sexual and non-sexual dress and behaviours seen in contemporary music videos. Approximately one third of children observed presented in a sexualised way, which suggests children more broadly may be adopting sexualised behaviours at an early age. The prevalence and nature of sexualised behaviours by children, and the impact of this on children's socio-sexual development, are matters requiring further investigation. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/cha.2013.15
Record No: 199470 From EdResearch online
|
| Career paths for managers in the arts.
| Inglis, Loretta
Cray, David | 2012 |
Add to Folder
Title: Career paths for managers in the arts.
Author(s): Inglis, Loretta | Cray, David |
Journal Details: Australian Journal of Career Development v.21 n.3 p.23-32
Published: Spring 2012
ISSN: 1038-4162
Abstract: In this article the authors examine the career paths of top-level managers in the arts. By analysing the training and work history of 23 managers in a variety of arts organisations they evaluate the utility of several existing theories for understanding careers that are characterised by low levels of initial knowledge, the absence of a clear method of entry and the influence of a central interest in artistic activity. Their findings show that while both boundaryless and protean models shed some light on the career trajectories of arts managers, theories based on personality and identity have a large part to play in explaining their choices. The factors describing patterns of movement exhibited by arts managers are likely to be applicable to other groups emerging into a less structured, rapidly changing employment context. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=193905
http://dx.doi.org/10.1177/103841621202100304
Record No: 193905 From EdResearch online
|
| Integrating drama and arts processes into everyday learning.
| Camilleri, Paula | 2012 |
Add to Folder
Title: Integrating drama and arts processes into everyday learning.
Author(s): Camilleri, Paula |
Journal Details: Educating Young Children v.18 n.2 p.37-39
Published: 2012
ISSN: 1323-823X
Abstract: Many early childhood educators understand the benefits of drama to children, including the development of oral literacy, empathy, expressing of emotions, social skills and fuelling the imagination, but many are uncertain how to incorporate more arts activities and drama into everyday teaching. The article provides some suggestions, such as adding extra dramatic elements to songs, practising drama skills, using books, and introducing small world play. These activities do not require expensive resources or large spaces, only a willingness on the part of early childhood educators to embrace new approaches and a little imagination. The children will benefit from these experiences and skills both in the present and for years to come. [Author abstract, ed]
URL (open access) : https://ecta.org.au/wp-content/uploads/2019/06/ECTA-EducatingYoungChildren-18.2-2012S.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=194064
Record No: 194064 From EdResearch online
|
| The ambiguity of 'community' and the Chilean cueca.
| Monk, Sue | 2011 |
Add to Folder
Title: The ambiguity of 'community' and the Chilean cueca.
Author(s): Monk, Sue |
Journal Details: Music Education Research and Innovation v.14 n.1 p.1-6
Published: 2011
ISSN: 1832-7141
Abstract: This article discusses the authors' experiences in Latin American community music education contexts, specifically, the changing face of cueca. It discusses how performance such as cueca provides a critical space for engagement with the complexities of cultural diversity and multiculturalism. It refers to two Latin American events and juxtapose both the ways in which the cueca was performed with the intentions of the performances in order to highlight some of the complexities that emerge in the work of ethnomusicologists and music educators when they make reference to community cultural practices. It demonstrates that, as educators continue to work across cultures, the changing nature of communities sometimes present difficulties that may not be reconcilable but nevertheless challenge them to deepen their knowledge of the political and social contexts in which they work.
URL (archived) : http://pandora.nla.gov.au/pan/134643/20120727-1253/MERI_2011.pdf
http://web.archive.org/web/20120320111853/http://asmeqld.org.au/attachments/article/20/Monk_MERI_2011.pdf
Record No: 193645 From EdResearch online
|
| The effectiveness of youth audience participation at dance performances to promote the 'Be Active' physical activity message.
| Mills, Christina
Rosenberg, Michael
Lovering, Lindsay
Wood, Lisa
Ferguson, Renee | 2011 |
Add to Folder
Title: The effectiveness of youth audience participation at dance performances to promote the 'Be Active' physical activity message.
Author(s): Mills, Christina | Rosenberg, Michael | Lovering, Lindsay | Wood, Lisa | Ferguson, Renee |
Journal Details: UNESCO Observatory Multi-Disciplinary Journal in the Arts v.2 n.2
Published: December 2011
ISSN: 1835-2766
Abstract: Given the growing level of physical inactivity and obesity among young people, it is important to find creative and engaging ways to promote health to this group. Healthway (the Western Australian Health Promotion Foundation) sponsors dance organisations to promote the 'Be Active' physical activity message. The purpose of this study was to evaluate the cognitive impact (i.e., message awareness, comprehension, acceptance, intention and action) of the Be Active message at sponsored dance performances participated in by young people as part of an audience. From 2002 to 2008, surveys were conducted with participants aged 10 to 17 years (n=470). A descriptive analysis was conducted. Overall, 50 per cent of participants were aware of the Be Active message promoted at a performance. Of those aware of the message, their comprehension, acceptance and intention to act on the message were high. Study findings suggest that movement based performing arts, such as dancing, have merit beyond inherent artistic value and can be utilised as a setting to promote physical activity to young people. Further research should be conducted to see if this is true for other art forms and health messages. [Author abstract, ed]
URL (archived) : http://web.archive.org/web/1000/http://education.unimelb.edu.au/__data/assets/pdf_file/0015/1106214/003_MILLS.pdf
Record No: 212238 From EdResearch online
|
| Fostering artistic and creative expression in children.
| Venables, Rhiannon | 2011 |
Add to Folder
Title: Fostering artistic and creative expression in children.
Author(s): Venables, Rhiannon |
Journal Details: Learning Links News n.1 p.4-7
Published: 2011
ISSN: 1446-7844
Abstract: Early experiences in an arts-rich environment which includes visual arts, dance, music-making and song offers broad and playful spaces in which children are free to express and respond. Arts-rich environments also provide children with the opportunity to respond to each other's creativity and desire for recognition of self. In this way, a child's emerging sense of belonging and connectedness to people, community and place is fostered and meaningfully reinforced. With regard to learning environments the EYLF states that those that support learning are 'vibrant and flexible spaces which invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection'. In this article the author looks at specific Outcomes from the EYLF in terms of how artistic expression can fulfil those. The article also contains tips for parents and educators for each Outcome discussed. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=194653
Record No: 194653 From EdResearch online
|
| Releasing the imagination.
| Greene, Maxine | 2011 |
Add to Folder
Title: Releasing the imagination.
Author(s): Greene, Maxine |
Journal Details: NJ (Drama Australia Journal) v.34 p.[62-70]
Published: 2011
ISSN: 1445-2294
Abstract: In this paper the author illuminates the concept of an aesthetic education within her discussion of the work of New York-based dance company STREB. Elizabeth Streb's daredevil postmodern acrobatic performance piece provides this paper with the metaphor of the wall - from the glass wall through which the STREB dancers literally 'break through'. The idea of arts education is to challenge the wall, not passively walk away - to take the risks, to ask the questions, to be willing to engage. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=190646
Record No: 190646 From EdResearch online
|
| The role of body movement in learning to play the shaker to a samba rhythm : an exploratory study.
| Matsumura, Kohei
Yamamoto, Tomoyuki
Fujinami, Tsutomu | 2011 |
Add to Folder
Title: The role of body movement in learning to play the shaker to a samba rhythm : an exploratory study.
Author(s): Matsumura, Kohei | Yamamoto, Tomoyuki | Fujinami, Tsutomu |
Journal Details: Research Studies in Music Education v.33 n.1 p.31-45
Published: June 2011
ISSN: 1321-103X
Abstract: Rhythm is an essential element of music, but how we acquire it has not been investigated in detail. Some argue that learners acquire rhythms mentally, and others argue that body movements are involved. This study, therefore, investigated how body movements affect the rhythmic performances of learners in the course of rhythm acquisition. The researchers used accelerometers to measure the arm and lumbar accelerations of 17 participants who took samba lessons regularly for 10 months. Detailed analyses revealed that all learners who learnt to play the shaker to a samba rhythm exhibited samba-like rhythmic patterns in both lumbar and arm movements. This indicates that the coordination contributing to the lumber movement has something to do with the acquisition of samba rhythm, and this is consistent with the argument that body movements are involved in acquiring rhythms. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1177/1321103X11400513
Record No: 187044 From EdResearch online
|
| Te ao kori as expressive movement in Aotearoa New Zealand physical education teacher education (PETE) : a narrative account.
| Legge, Maureen | 2011 |
Add to Folder
Title: Te ao kori as expressive movement in Aotearoa New Zealand physical education teacher education (PETE) : a narrative account.
Author(s): Legge, Maureen |
Journal Details: Asia-Pacific Journal of Health, Sport and Physical Education v.2 n.3/4 p.81-95
Published: November 2011
ISSN: 1837-7122
Abstract: A unique aspect of Aotearoa/New Zealand physical education is the inclusion of Mãori culture in the form of te ao kori. Te ao kori translates to mean the world of movement and is represented by the interpretation of indigenous movement, games and pastimes. Participation in te ao kori means the sports-based normative frame of reference for physical education is removed. What constitutes physical education is challenged by a movement discourse firmly grounded in Mãori culture. In this paper the author includes historical detail about te ao kori and reflect on a 'snapshot story' drawn from her autoethnographic research about teaching te ao kori to physical education teacher education (PETE) students. The story is derived from eleven years of field experiences with PETE students in a gymnasium setting and is focused on te ao kori as expressive movement and dance. The story stands as an example of practical theorising important for pedagogy because it is the experiential case material on which pedagogic reflection is possible. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=188629
http://dx.doi.org/10.1080/18377122.2011.9730361
Record No: 188629 From EdResearch online
|
| Thinking, feeling and relating : young children learning through dance.
| Deans, Jan | 2011 |
Add to Folder
Title: Thinking, feeling and relating : young children learning through dance.
Author(s): Deans, Jan |
Journal Details: UNESCO Observatory Multi-Disciplinary Journal in the Arts v.2 n.2
Published: December 2011
ISSN: 1835-2766
Abstract: This article presents an overview of PhD research being conducted at The University of Melbourne, Melbourne Australia and includes a research project rationale, a theoretical framework supported by the literature, a description of the dance classes and an overview of the methodology that will guide the research. Recent research has investigated the legitimacy of dance as a way of connecting body, mind, spirit and environment with scholarly discourse also addressing the cognitive, social and emotional benefits of learning through dance. Framed within the arts education and cognitive theory discourses, this qualitative study aims to investigate the lived experience of a group of four and five year old children participating in a preschool dance program designed to promote active thinking, social engagement and expressive learning. The children were attending a research and demonstration long day kindergarten program at an early childhood centre attached to a prominent university. The study specifically examines the role of dance as a form of human agency or a 'practice of participation', which supports the communication of the young child's voice as expressed through their intentional, purposeful and aesthetic explorations of their natural movement vocabularies. Data was collected in the form of photographs, digital video, program plans and teacher journals with particular emphasis placed on children's drawing/tellings and 'eye for dance' photographs and individual child and focus group interviews that enabled the children's voices to become visible within the research process. It is anticipated that this multi-layered investigation will shed light on the cognitive, social and emotional learning that can be attributed to a systematic program of teaching dance that places the child participants centrally within the teaching and learning paradigm. [Author abstract, ed]
URL (archived) : http://web.archive.org/web/1000/http://education.unimelb.edu.au/__data/assets/pdf_file/0016/1106215/004_DEANS.pdf
Record No: 212239 From EdResearch online
|
| Transdisciplinary convergence in the performing arts.
| Graham, Clive | 2011 |
Add to Folder
Title: Transdisciplinary convergence in the performing arts.
Author(s): Graham, Clive |
Journal Details: Studies in Learning, Evaluation, Innovation and Development v.8 n.2 p.26-39
Published: December 2011
ISSN: 1832-2050
Abstract: This paper concerns transdisciplinary convergence in the performing arts with particular reference to film and musical performance. It examines transdisciplinary convergence in the context of radical evolution and how the performing arts employ elements of genetics, robotics, information technology and nanotechnology for innovations to transform performance. On-screen digital and Gonzo innovations, the tonal manipulation of singers, miniaturised amplification devices, synthesised orchestras, and hyper-reality performances attest to the emergent enhancement of human performance and the rise of the transhuman artist resulting from transdisciplinary convergence. It is contended that Garreau's radical evolution is being assimilated into the performing arts by way of serial innovation resulting in both hybrid and new stand-alone approaches for commercial benefit with innovative consequences. This paper thus documents research concerning transdisciplinarity in the commercial setting of the performing arts and so contributes to transdisciplinary literature by way of applied, contextualised research. [Author abstract, ed]
URL (archived) : http://pandora.nla.gov.au/pan/45555/20121103-0001/www.sleid.cqu.edu.au/include/getdoc26a2.pdf?id=1101&article=363&mode=pdf
Record No: 189426 From EdResearch online
|
| The art of human rights education : applying community cultural development methods in human rights education.
| Chandrasekaram, Visakesa | 2010 |
Add to Folder
Title: The art of human rights education : applying community cultural development methods in human rights education.
Author(s): Chandrasekaram, Visakesa |
Journal Details: Political Crossroads v.17 n.1 p.37-49
Published: 2010
ISSN: 1323-5761
Abstract: Community art practice, which is also coded as Community Cultural Development (CCD) is emerging as an effective and popular community development method in Australia. CCD practices have great potentials of delivering Human Rights Education (HRE) because both CCD and HRE disciplines place strong emphasises on empowering the community through education and engagement. This chapter supports adaptation of CCD practices in HRE, providing a theoretical and practical framework. The article also provides a model of delivering a CCD based HRE project by outlining key choices that a practitioner requires to make during the process of conceptualising a HRE project: (a) the topic of human rights, (b) the scope of the education project, (c) the educational method and (b) the education process. During this discussion, this article closely studies Songs of Anklets, a successful CCD based HRE project delivered in Western Sydney. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.7459/pc/17.1.04
Record No: 189189 From EdResearch online
|
| Dalcroze Eurhythmics : interaction in Australia in the 1920s.
| Pope, Joan | 2010 |
Add to Folder
Title: Dalcroze Eurhythmics : interaction in Australia in the 1920s.
Author(s): Pope, Joan |
Journal Details: Australian Journal of Music Education n.2 p.135-147
Published: 2010
ISSN: 0004-9484
Abstract: Dalcroze Eurhythmics enjoyed 'in principle' support in official education circles, and significant practical exploration by physical educators in the early 1920s in Australia. This article describes these activities and questions why, although musical, rhythmical and aural training aspects are at the heart of the Dalcroze approach, it was physical educators rather than music educators in Australia who showed more interest. Lillian Mills and Ella Gormley, inaugural supervisors of physical training in WA and NSW respectively, contributed to the awareness of its benefits. Curiously, no similar initiatives have been found linking Dalcroze Eurhythmics and music supervisors in State Education Departments, although several musicians spoke highly of it. Lindley Evans, following a demonstration he observed at Frensham School in 1920, thought that for young people contemplating musical study it would be invaluable. Professor J. J. Findlay, of Manchester University, asserted that if the child learned 'to embody music and thus unite in one subject of the curriculum all that is needed at this stage for physical training, voice and ear training, musical notation and the delight of song,' a universal reform in the curriculum of young children would be achieved. In the Australian Musical News of 1923, Thorold Waters feared that 'as in Australia music still has to beg to be fully admitted into education it will not be easy for it [the Jaques-Dalcroze system] to find a way past the barriers of official stupidity.' [Author abstract, ed]
URL (open access) : http://files.eric.ed.gov/fulltext/EJ916796.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=185977
Record No: 185977 From EdResearch online
|
| Indigenous-based inclusive pedagogy : the art of Kapa Haka to improve educational outcomes for Maori students in mainstream secondary schools in Aotearoa, New Zealand.
| Whitinui, Paul | 2010 |
Add to Folder
Title: Indigenous-based inclusive pedagogy : the art of Kapa Haka to improve educational outcomes for Maori students in mainstream secondary schools in Aotearoa, New Zealand.
Author(s): Whitinui, Paul |
Journal Details: International Journal of Pedagogies and Learning v.6 n.1 p.3-22
Published: November 2010
ISSN: 1833-4105
Abstract: Kapa (in rows) haka (dance) is a contemporary performing art that mainstream secondary schools (i.e., High Schools Yr. 9-13) in Aotearoa, New Zealand are obligated to provide as a means of supporting the social and cultural wellbeing of Maori (i.e., Indigenous people of Aotearoa, New Zealand) students who attend. Considered a culturally responsive activity, kapa haka provides many opportunities for Maori students to engage in learning more about their own language, culture and customs. With over 54 thousand Maori students (18%) attending mainstream secondary schools in Aotearoa, New Zealand finding ways to improve educational outcomes for these students is of importance to many educators nationwide. This article is based on doctoral research completed in 2007 which explored the 'voices' of 20 Maori students and 27 secondary schools teachers about the educational benefits associated with participating in kapa haka and implications for improving schooling and teacher practice. The study was informed by a Kaupapa Maori theoretical framework that seeks to reject notions of 'deficit' theorising by reinforcing the right for Maori to meaningfully participate in determining their own destiny in all areas of society. The findings concluded that the most effective way to improve levels of Maori student participation (i.e., interest, attendance, engagement, association and success) is for schools, teachers and Maori communities to work together to seek a deeper understanding of ways to include Maori language, culture and customs as a valid part of the curriculum. The need to include culturally responsive learning environments that enable Maori students to move, perform and share what they have learnt either as a whole group or class (i.e., collectively) was a consistent finding to emerge. The article highlights kapa haka as a culturally-preferred pedagogy and includes a number of key social and cultural practices that secondary schools (i.e., public State funded high schools) and teachers may find useful working with culturally-connected learners who are Indigenous. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/ijpl.6.1.3
Record No: 207737 From EdResearch online
|
| Kapa haka 'voices' : exploring the educational benefits of a culturally responsive learning environment in four New Zealand mainstream secondary schools.
| Whitinui, Paul | 2010 |
Add to Folder
Title: Kapa haka 'voices' : exploring the educational benefits of a culturally responsive learning environment in four New Zealand mainstream secondary schools.
Author(s): Whitinui, Paul |
Journal Details: Learning Communities n.1 p.19-43
Published: 2010
ISSN: 1329-1440
Abstract: Kapa (in rows) haka (dance) is considered a modern day performing art distinctive to what mainstream secondary schools (i.e., high schools Yrs 9-13) in Aotearoa New Zealand offer as way of fostering the social and cultural wellbeing of Maori students who attend. It is also considered a culturally responsive learning environment because it provides opportunities for Maori students to engage in learning more about their own language, culture and traditional ways of knowing and doing. With over 54 thousand Maori students (18%) attending mainstream secondary schools in Aotearoa New Zealand, this paper, based on the author's doctoral research completed in 2007, explores the 'voices' of 20 Maori students and 27 secondary school teachers about the educational benefits associated with participating in kapa haka and the implications for improving educational outcomes for these students. The study concluded that the most effective way to improve levels of participation (i.e., interest, attendance, engagement, association and success) working with Maori secondary school students is to employ learning environments that are socially, culturally, emotionally and spiritually uplifting and in particular, to assign learning activities that are specifically linked to their unique identity as Maori. A number of key social and cultural considerations are included to assist mainstream secondary schools (i.e., public State-funded high schools) and teachers to not only better evaluate their own levels of cultural responsiveness working with Maori students but to also improve their understanding of what constitutes effective ways of engaging indigenous and culturally-connected learners in these contexts. [Author abstract]
URL (open access) : https://www.cdu.edu.au/sites/default/files/the-northern-institute/lc_journalvol1_2010.pdf
Record No: 192213 From EdResearch online
|
| Shall we dance? The story of The Radiance Dance Project.
| Ehrich, Lisa Catherine | 2010 |
Add to Folder
Title: Shall we dance? The story of The Radiance Dance Project.
Author(s): Ehrich, Lisa Catherine |
Journal Details: Australian Journal of Adult Learning v.50 n.2 p.239-259
Published: July 2010
ISSN: 1443-1394
Abstract: Community workers are often described as unsung heroes who work for, with and alongside others in order to make qualitative differences to the communities they serve. This paper reports on the story of a community-based arts educator, Morgan Jai-Morincome, winner of the ACT Adult Learners Week Award for an outstanding program in 2007. This program, referred to as The Radiance Dance Project, is an inclusive performance project open to women with and without disabilities that culminates in a yearly performance. Via an interview with Morgan, observations of a workshop she provided for the women in her 2009 program, and a viewing of a DVD of the 2008 dance performance, this case study provides an illustration of the power of arts-based educative processes for breaking down barriers between people with and without disabilities. It draws upon constructs from ethical leadership theory and empowerment theory to interpret her ideas and practices. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=183262
Record No: 183262 From EdResearch online
|
| Masculine moves : the measure of a man.
| Migdalek, Jack | 2009 |
Add to Folder
Title: Masculine moves : the measure of a man.
Author(s): Migdalek, Jack |
Journal Details: NJ (Drama Australia Journal) v.32 n.1 p.45-54
Published: 2009
ISSN: 1445-2294
Abstract: This paper problematises embedded notions of masculine and feminine embodiment within the contexts of contemporary Australian mainstream popular culture. Drawing on Bourdieu's theory of 'habitus' as non-consciously performed practices '…internalised as second nature and so forgotten', personal reflections as artist, choreographer and teacher, and a brief analysis of the male body in the television program, 'So You Think You Can Dance Australia' (Ten Network, 2008), the author questions and considers the development of habitual ways of perceiving particular forms of male embodiment as aesthetic and attractive, and other forms as un-aesthetic. Further, the impact of the author's own experiences as actor/dancer and choreographer are considered in relation to his work as a director and choreographer of 'the bodies of male and female students' in school productions. Through this paper, the author conjectures about the potential for the drama classroom to be a site in which embodied gender inequities may be challenged and deconstructed. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=182885
Record No: 182885 From EdResearch online
|
| Roll over Beethoven and tell Mozart the news.
| Holden, Steve | 2009 |
Add to Folder
Title: Roll over Beethoven and tell Mozart the news.
Author(s): Holden, Steve |
Journal Details: Teacher n.202 p.6-7
Published: June/July 2009
ISSN: 1449-9274
Abstract: The creative and performing arts offer great educational benefits, even if teachers do not go so far as to make students listen to Mozart. In the US, the so-called Mozart effect - obtaining enhanced abstract reasoning skills from listening to Mozart's music - has spawned a flourishing industry. But it is simply not possible to identify causal links between the arts and other areas of students' personal, social and academic development. Even so, arts participation can have a positive impact on students, according to a research report by Mary Ann Hunter, particularly in terms of social and personal development; attitude to learning; literacy and numeracy; arts knowledge and skills; generic competencies; and enjoyment and valuing of the arts. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=176668
Record No: 176668 From EdResearch online
|
| Wakakirri : tell me a story.
| Loxley, A. | 2009 |
Add to Folder
Title: Wakakirri : tell me a story.
Author(s): Loxley, A. |
Journal Details: Teacher n.202 p.8-11
Published: June/July 2009
ISSN: 1449-9274
Abstract: The article describes the Wakakirri arts festival, an annual performing arts program for primary schools now in its 17th year. It involves thousands of dancers, singers, actors, writers, artists and film-makers. It is a values-based event inviting schools in Australia to make a positive impact on the world around them. The author explains how the creative and performing arts can be integrated into existing units of study and why they provide alternative ways for students to engage with existing subject matter. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=176669
Record No: 176669 From EdResearch online
|
| The arts in religious education : a focus for 'deep seeing', silence and contemplation (part two).
| Mudge, P. | 2008 |
Add to Folder
Title: The arts in religious education : a focus for 'deep seeing', silence and contemplation (part two).
Author(s): Mudge, P. |
Journal Details: Journal of Religious Education v.56 n.1 p.38-45
Published: 2008
ISSN: 1442-018X
Abstract: This is part two of a paper that seeks to examine the essential role of the arts (e.g. visual arts, dance, poetry) in religious education as an authentic focus for the cultivation of 'deep seeing', silence and contemplation among teachers and students. Part One in the previous issue dealt with the topics of attentiveness and 'deep seeing'. This final part of the article deals with the related links between attentiveness, silence and contemplation. The paper argues across both parts, principally from the perspective of painting, that the cultivation of these approaches helps to create a slower, more meditative approach to religious education, spirituality, and life. In addition, both stances assist those involved to 'see' more clearly or 'be attentive' at a deeper level to self, others, society, and God, and to respond more effectively to each. [Author abstract]
URL (open access) : https://www.acu.edu.au/__data/assets/pdf_file/0003/432129/2008-56-1-Complete.pdf
Record No: 167304 From EdResearch online
|
| Mathematics through movement : an investigation of the links between kinaesthetic and conceptual learning.
| Wood, K. | 2008 |
Add to Folder
Title: Mathematics through movement : an investigation of the links between kinaesthetic and conceptual learning.
Author(s): Wood, K. |
Journal Details: Australian Primary Mathematics Classroom v.13 n.1 p.18-22
Published: 2008
ISSN: 1326-0286
Abstract: Developing strategies for engaging mathematics activities is always a challenge. Teachers seek out new resources and online activities to excite students and support their learning. Mathematics through Movement offers an active learning strategy requiring few resources, and a bit of imagination, to achieve a variety of outcomes across mathematics domains. It is based on sound educational theory and a lifetime of experience in dance. This paper examines the beginnings of research into this teaching strategy in a remote setting in Western Australia. The author describes how she used dance and movement to engage students in mathematical investigations. The paper shows how this teaching tool can motivate talk, deepen understandings, and engages students in mathematics tasks. [Author abstract, ed]
URL (open access) : http://files.eric.ed.gov/fulltext/EJ793993.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=172025
Record No: 172025 From EdResearch online
|
| Muffling identities / cultural silencing : exploring issues in cultural diversity through dance.
| Ricketts, K.
Irwin, R. L.
Leggo, C.
Gouzouasis, P.
Grauer, K. | 2008 |
Add to Folder
Title: Muffling identities / cultural silencing : exploring issues in cultural diversity through dance.
Author(s): Ricketts, K. | Irwin, R. L. | Leggo, C. | Gouzouasis, P. | Grauer, K. |
Journal Details: NJ (Drama Australia Journal) v.31 n.2 p.21-34
Published: 2008
ISSN: 1445-2294
Abstract: Kathryn Ricketts is a doctoral student donning an oversized overcoat and hat and carrying a suitcase heavy with the weight of borrowed stories she tells through a methodology called a/r/tography. This paper serves as a living document of the years she has spent with the core members of the a/r/tographic team: Rita Irwin, Carl Leggo, Peter Gouzouasis, and Kit Grauer and marks the continued articulating of a practice informed by the key themes of identity and place. Her work is focused on the telling of stories of displacement through dance and how this telling impacts the agency of those who tell and those who listen. This paper is written from the personal perspective of the artist researcher and also from the perspectives of the a/r/tographic team. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=171086
Record No: 171086 From EdResearch online
|
| Observations when counselling trainee artists.
| Cloonan, D. | 2008 |
Add to Folder
Title: Observations when counselling trainee artists.
Author(s): Cloonan, D. |
Journal Details: JANZSSA n.31 p.42-55
Published: April 2008
ISSN: 1320-2480
Abstract: Artists occupy an unusual position in society, and their training exhibits significant differences from that of other professions. Trainee artists must constantly face direct, often devastating discoveries about themselves and their talent; assessment is direct and often subjective, conducted in a very competitive environment, and students must overcome many doubts, both of their abilities and of life after graduation. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=166896
Record No: 166896 From EdResearch online
|
| On the bus to Port Phillip.
| Newall, R. | 2008 |
Add to Folder
Title: On the bus to Port Phillip.
Author(s): Newall, R. |
Journal Details: Teacher Learning Network v.15 n.3 p.14-15
Published: Spring 2008
ISSN: 1444-1284
Abstract: Port Phillip Specialist School caters for children aged 5 to 18 with a wide range of disabilities. Within a fully serviced model the school has developed a visual and performing arts-centred curriculum. While the students' needs may be different to those in mainstream schools the process for curriculum innovation and renewal is valuable for all educators. This is a child-centred approach where teachers and therapists use the power of concrete experiences mediated through dance, drama, music and visual art as a way to immerse the students in a deeply engaging learning environment. To guide understanding and to facilitate the implementation of an arts-based curriculum the Visual and Performing Arts curriculum document contains a unit planner. Teachers discussed and modified the planner during the early stages of implementation. This formed the platform for a computerised database known as 'Learning with Purpose', which keeps track of educational objectives, student profiles, comments on a particular student's response, and student reports. When teachers, specialists and therapists collaborate in an integrated service delivery model, each brings a unique knowledge, including an understanding of the curriculum, materials, and classroom management techniques. It is all very well to speak of the theory of organisations and curriculum renewal; however one needs to be able to translate these ideas into practice. This can only be done by having access to the right 'levers'. The most available and appropriate lever in a school setting is curriculum. Such a focus enables the school to uncover a wide variety of practices and then subject these to careful analysis. In this manner one can examine closely practices that are held as tradition by continual reference to dealing with improving student outcomes. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=173949
Record No: 173949 From EdResearch online
|
| Taking the lead.
| Crowther, F. | 2008 |
Add to Folder
Title: Taking the lead.
Author(s): Crowther, F. |
Journal Details: Teacher Learning Network v.15 n.1 p.3-6
Published: Autumn 2008
ISSN: 1444-1284
Abstract: The article is a condensed version of a recent seminar paper in which the author uses the metaphor of dance to pose a series of questions aimed at discussing leadership with reference to school improvement. The IDEAS project (Innovative Designs for Enhancing Achievements in Schools) and schoolwide pedagogy (SWP) are important facets of the author's model for school improvement. Included in the article are his 'Five key questions for great 21st century teachers'. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=170757
Record No: 170757 From EdResearch online
|
| Boys are rapt : using music to challenge boys.
| Fox, V. | 2007 |
Add to Folder
Title: Boys are rapt : using music to challenge boys.
Author(s): Fox, V. |
Journal Details: Boys in Schools Bulletin v.10 n.3 p.15-18
Published: October 2007
ISSN: 1444-8432
Abstract: The article discusses the Rock and Rap event at Parade College, a Catholic boys' secondary school in Bundoora, Melbourne. The event allows boys to express themselves, challenge themselves, think about what they have to offer, and to support other boys. The event runs for just over an hour and incorporates boys' extracurricular activities such as reading original poetry, beatboxing, rapping, dance and performing with their own bands. Since 2003, 10 such events have been held, with the $2 entry fee being donated to the Starlight Children's Foundation. Boys from Year 7 to Year 12 perform in the event while other boys work backstage on the organisational aspects. The author, a teacher at the school who initiated the event, describes the positive outcomes that have flowed from this activity. [Author abstract, ed]
URL (open access) : https://www.newcastle.edu.au/__data/assets/pdf_file/0006/66912/BiSB_2007_vol-10_no-3.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=164510
Record No: 164510 From EdResearch online
|
| Frames of metacommunication : examples from African theatre for development.
| Chinyowa, K. C. | 2007 |
Add to Folder
Title: Frames of metacommunication : examples from African theatre for development.
Author(s): Chinyowa, K. C. |
Journal Details: NJ (Drama Australia Journal) v.31 n.1 p.33-43
Published: 2007
ISSN: 1445-2294
Abstract: The problem for educational theatre practices such as African theatre for development has been how to come up with a conceptual framework that enables both practitioners and participants to interpret their work. Since theory functions to inform practice, the absence of a clear theoretical paradigm also affects how practitioners construct their workshops and/or performances. This article identifies different frames of metacommunication located in play as an aesthetic discourse. Using the illustrative paradigm of African theatre for development, the article examines such play frames as paradox, make-believe, repetition, imitation and improvisation to show how they function as processual templates for reworking and restructuring reality. These discursive frames enable participants to construct 'images of reality' that can be translated into reality. They help to create alternative frames of existence where participants are free to experiment with reality, dream the impossible and rehearse for action. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=168553
Record No: 168553 From EdResearch online
|
| Raising the bar : the Aboriginal education priority.
| Myers, T | 2007 |
Add to Folder
Title: Raising the bar : the Aboriginal education priority.
Author(s): Myers, T |
Journal Details: Teacher n.186 p.54-56
Published: November 2007
ISSN: 1449-9274
Abstract: Following a raft of recent initiatives to support Aboriginal education, Sydney's Catholic schools are having a positive impact. The author discusses two success stories at Our Lady of Mount Carmel Primary School in Waterloo. These were the inauguration of an annual an excursion to Central Australia and a program to foster cultural pride through the learning of Aboriginal dance. The positive influence of the school's initiatives has been felt in the local community, where people appreciate the benefits provided for students in terms of self-esteem and cultural pride. In the local area, Mt Carmel is now known as a great school for Aboriginal children; enrolments have increased from only 28 a few years ago to nearly 60 currently, which makes up about half the student population. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=164596
Record No: 164596 From EdResearch online
|
| To learn an aesthetic language – a study of how hard of hearing children internalise dance.
| Fern, C. | 2007 |
Add to Folder
Title: To learn an aesthetic language – a study of how hard of hearing children internalise dance.
Author(s): Fern, C. |
Journal Details: Australian Online Journal of Arts Education v.3 n.2
Published: 2007
ISSN: 1833-1505
Abstract: This article describes a study which focused on the learning of dance as an aesthetic language among hard-of-hearing children aged six to nine years. The study adopted a special education perspective, taking a life-world phenomenological approach, and was undertaken in the spirit of action research. The results show some important aspects of the learning process, which are exemplified here through particular events from the context studied. The process is similar to learning dance in other contexts, but teaching dance in groups with hard-of-hearing children puts special demands on both the dance teacher and the regular teachers of the children. The children had experience of themselves as dancers and not primarily as hard-of-hearing children. The body is the ground for all our existence; it is interwoven with and indissolubly connected to the world. Anything we learn, we learn through our whole body. Interacting with the world, bodily habits are internalised. As bodies, we experience time, space and other human beings through perception. If one of our senses is limited, our experience becomes different, but we nevertheless experience the world as meaningful to us as individuals. What the body learns is not easily forgotten. Instead, the phenomenological body is closely connected to identity: 'I know how to do something, I am engaged in the world'. This article documents the experiences of some hard-of-hearing children while they develop their identities as dancers. [Author abstract, ed]
URL (archived) : http://web.archive.org/web/20140123192559/http://www.deakin.edu.au/arts-ed/education/teach-research/arts-ed/aojae/3-2.pdf
Record No: 166990 From EdResearch online
|
| The arts matter.
| Newitt, R.
Wauchop, D. | 2005 |
Add to Folder
Title: The arts matter.
Author(s): Newitt, R. | Wauchop, D. |
Journal Details: Teacher n.157 p.13-15
Published: April 2005
ISSN: 1449-9274
Abstract: Back in 1999, the United States Presidential Committee on the Arts and the Humanities released a major report on arts education, Champions of Change: The impact of the arts on learning. That report has had a significant impact on the way the arts are regarded, in America and elsewhere, including here in Australia. Champions of Change contains research that demonstrates, in rigorous terms, how and why the arts contribute to effective learning, across the curriculum, for young people of school and post-school age. The report is important for arts educators - teachers, consultants, lecturers - and for education systems as it contains internationally acknowledged current research. The status of Champions of Change gives credible support to claims that the arts are important to the school curriculum - and as important as any other key learning area. Australian dance, drama, music, visual arts and media teachers have not been surprised by the findings of the research, which reflects previous research and the 'common lore' of arts education. For example, the results indicate correlations between intelligences, such as mathematics and musical intelligence. The findings demonstrate that students gain enhanced self-esteem through success in arts education programs and that classroom practice emulates professional practice and therefore has a direct correlation with the world of work. [Introduction, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=143622
Record No: 143622 From EdResearch online
|