| Title | Author | Year | Add to Folder |
| The Australian curriculum for the arts - five years old : Its conception, birth and first school report.
| O'Toole, John | 2018 |
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Title: The Australian curriculum for the arts - five years old : Its conception, birth and first school report.
Author(s): O'Toole, John |
Journal Details: Australian Art Education v.39 n.3 p.427-440
Published: 2018
ISSN: 1032-1942
Abstract: Five years have passed since the Federal Government ratified the Australian Curriculum: Arts for (almost) Australia-wide implementation. That official baptism followed a gestation and delivery period almost as long - from 2009-2013 - and procreation efforts that had spanned twenty years and one miscarriage. After five years, most babies are ready to face school and its curriculum and their first report. How school-ready is this toddler? And come to that, how ready are the schools to accept and nurture this creative tot? A good time for the first school report, perhaps. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=222988
Record No: 222988 From EdResearch online
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| Dance-play as a language of childhood.
| Deans, Jan | 2017 |
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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
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| Integrated dance as a public pedagogy of the body.
| Hickey-Moody, Anna | 2017 |
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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
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| The power of live theatre : How experiencing live dance performances can enrich children's lives.
| Williams, Jacob | 2017 |
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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
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| Team-building activities in dance classes and discoveries from reflective essays.
| Hanrahan, Stephanie J.
Pedro, Rachel A. | 2017 |
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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
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| Pedagogies for justice in health and physical education.
| Wrench, Alison
Garrett, Robyne | 2016 |
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Title: Pedagogies for justice in health and physical education.
Author(s): Wrench, Alison | Garrett, Robyne |
Journal Details: Asia-Pacific Journal of Health, Sport and Physical Education v.7 n.3 p.235-250
Published: November 2016
ISSN: 1837-7122
Abstract: In developed economies, such as Australia, schooling is heavily impacted by neo-liberal and neo-conservative agendas. Policies suggest a homogeneity in students that fails to reflect regional contexts of inequality. For the new Australian Curriculum, which includes Health and Physical Education (AC: HPE), this logic prioritises consistency in content and standards for students no matter location or socio-economic circumstances. Little is known about the 'lived' realities of such aspirations as they relate to teaching students from disadvantaged regions. This paper reports on practitioner inquiry into a redesigned dance unit, as part of a broader investigation into the implementation of AC: HPE with disadvantaged students. We draw on literature around student engagement and Nancy Fraser's theorisation of justice to explore the pedagogical redesign. We conclude in arguing that enhanced learning outcomes for disadvantaged students are dependent upon rich and contextualised pedagogical practices. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/18377122.2016.1222239
Record No: 214003 From EdResearch online
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| Thinking, feeling and relating : Young children learning through dance.
| Deans, Jan | 2016 |
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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
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| A case study of a Greek Australian traditional dancer : Embodying identity through musicking.
| Georgoulas, Renee
Southcott, Jane | 2015 |
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Title: A case study of a Greek Australian traditional dancer : Embodying identity through musicking.
Author(s): Georgoulas, Renee | Southcott, Jane |
Journal Details: Victorian Journal of Music Education n.1 p.9-17
Published: 2015
ISSN: 1036-6318
Abstract: This article is a study of a bilingual and bicultural Pontian Greek Australian dancer. His musicking involves performing and teaching dancing. Dancing has been and continues to be a major part of the self-identity of the participant. This phenomenological single case study used interpretative phenomenological analysis to analyse the data collected by interview. The findings are presented thematically and address the formation of identity and its enactment via performing and teaching. Many people carry multiple identities and an understanding of one may inform the provision of opportunities for learning and teaching. [Author abstract]
URL (open access) : http://files.eric.ed.gov/fulltext/EJ1115450.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=211959
Record No: 211959 From EdResearch online
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| Confessions of a teacher with two left feet : using self-study to examine the challenges of teaching dance in PETE.
| Baker, Kellie | 2015 |
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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
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| Literacy in the arts.
| Shenfield, Robyn | 2015 |
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Title: Literacy in the arts.
Author(s): Shenfield, Robyn |
Journal Details: Literacy Learning : the Middle Years v.23 n.1 p.47-53
Published: February 2015
ISSN: 1320-5692
Abstract: The author's experiences as a secondary school Drama teacher coupled with postgraduate study into literacy have offered her great scope to meaningfully consider her own practice, her students' practice and what literacy means in Arts classrooms. In this article the author considers the relationship between artistic inquiry and literacy in the Arts, viewed in the Australian context as an umbrella term for the subjects of Drama, Dance, Media Studies, Visual Arts and Music. She also discuss multiliteracies, multimodal approaches and critical literacy in the Arts, and examines current Australian social and policy conditions framing critical approaches to literacy in the Arts, specifically in relation to the recently released Australian Curriculum. [Author abstract]
URL (open access) : http://www.alea.edu.au/documents/item/1074
URL (conditional access) : https://library.acer.edu.au/document/?document_id=206519
Record No: 206519 From EdResearch online
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| Education for aspiring artists.
| Bendell, Jessica | 2011 |
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Title: Education for aspiring artists.
Author(s): Bendell, Jessica |
Journal Details: Teacher n.222 p.52-55
Published: June/July 2011
ISSN: 1449-9274
Abstract: The Arts Centre in Melbourne is Australia's largest and busiest performing arts centre, offering up to 6,000 music, theatre and dance events involving two to three million participants, visitors and patrons each year. It also offers some of Australia's most popular arts education programs, which have been running at the Centre since it opened in 1982. Program areas include: education performances; in-school and access programs; visual arts and exhibitions education; digital education projects; professional learning; youth initiatives; Kids at the Arts Centre, and; the Digital Learning Hub. The article focuses particularly on activities in the Digital Learning Hub and, and also its visual arts and media programs. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=187594
Record No: 187594 From EdResearch online
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| Kapua Gutchen : educator, mentor and innovator of Torres Strait Islander music, dance and language at Erub (Darnley Island), Torres Strait.
| Costigan, Lyn
Neuenfeldt, Karl | 2011 |
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Title: Kapua Gutchen : educator, mentor and innovator of Torres Strait Islander music, dance and language at Erub (Darnley Island), Torres Strait.
Author(s): Costigan, Lyn | Neuenfeldt, Karl |
Journal Details: Australian Journal of Music Education n.2 p.3-10
Published: 2011
ISSN: 0004-9484
Abstract: The contributions of local community members to Indigenous education can be an important component in curriculum programs. This article explores the contributions of one such dedicated and talented Torres Strait Islander community member: Meuram tribal elder Kapua Gutchen. He teaches at the Erub (Darnley Island) Campus of Tagai College in the eastern Torres Strait region of far northern Queensland. Focusing on the areas of music, dance and language, he is making a major contribution toward innovating, encouraging and sustaining cultural practices via both formal and informal educational activities. This article examines specifically his contributions to Erub Era Kodo Mer: Traditional and contemporary music and dance from Erub (Darnley Island) Torres Strait, a community CD/DVD funded by the Torres Strait Regional Authority in 2010. Kapua Gutchen's creation of new songs and dances for the CD/DVD was a conscious effort on his part to pass on knowledge of cultural practices to a younger generation that may not have the same opportunities he did to learn them. [Author abstract]
URL (open access) : http://files.eric.ed.gov/fulltext/EJ952010.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=193635
Record No: 193635 From EdResearch online
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| Resilient.
| Ferguson, Debra
Sharp, Lucinda | 2011 |
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Title: Resilient.
Author(s): Ferguson, Debra | Sharp, Lucinda |
Journal Details: Teacher n.222 p.34-38
Published: June/July 2011
ISSN: 1449-9274
Abstract: The Australian Ballet School (ABS) caters for students from all over Australia, and beyond. Situated in Melbourne's arts precinct, ABS provides training to prepare young students for life as professional dancers. For interstate and international students, who usually come into the full-time course when they are 14-15, coming to Melbourne often means leaving the security of friends and family. The ABS becomes their new community, so creating a sense of belonging, connection and security are very important. To that end, the ABS has for the past six years been supporting a unique program, Connecting to School Community (CSC), which focuses on building a respectful school community built on positive regard, a sense of security and authentic communication. Complementing the CSC program is a five-year performance psychology curriculum. Students are trained to build the skills of being positive, empathetic and proactive, and making deliberate choices in both dance and life. Building a worthwhile sense of self helps students to be resilient and courageous. Both programs recognise the link between being an open, enriched person and success as a dancer. They also recognise that, in the real world, not everyone is respectful and just, and that students may face instances of bullying. The authors outline how this behaviour problem is dealt with at ABS. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=187591
Record No: 187591 From EdResearch online
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| Trick or treat : how modern PE is engaging a new generation.
| Perry, Jon | 2011 |
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Title: Trick or treat : how modern PE is engaging a new generation.
Author(s): Perry, Jon |
Journal Details: Teacher n.219 p.44-46
Published: March 2011
ISSN: 1449-9274
Abstract: Physical education (PE) has always been part of the school curriculum. This is unlikely to change, but the form that PE takes in the modern classroom is most certainly shifting. Not only is it increasingly important to get children moving but the kinds of activities that interested children in the past do not necessarily engage the youth of today. These two factors, combined with innovations in the fitness industry, are driving the development of new programs for children both inside and outside the school. 'New PE' is not an entirely new movement: for the last decade, many schools have adopted an approach to PE that is more inclusive and lifetime-oriented. New PE involves not a specific program or curriculum but a philosophy: skills are learned and developed in a way that promotes maintenance into adulthood. New PE 'tricks' children into exercise by making it fun and highly interactive. The 'old' school PE programs are beginning to be replaced with innovative, switched-on programs and products. A number of these are briefly outlined. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=187296
Record No: 187296 From EdResearch online
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| Music, dance, drama : the benefits of extracurricular participation.
| Annear, Karina | 2010 |
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Title: Music, dance, drama : the benefits of extracurricular participation.
Author(s): Annear, Karina |
Journal Details: Teacher n.212 p.46-48,50
Published: June/July 2010
ISSN: 1449-9274
Abstract: This article reports on a Western Australian research project investigating the benefits for students who participate in extracurricular activities like music, dance, drama, cadets and sports. The Youth Activity Participation Study of Western Australia (YAPS-WA) is the first WA-based longitudinal study examining WA high school students' experiences in extracurricular activities. To date, YAPS-WA has revealed important differences in regional and metropolitan extracurricular participation, with regional youth more likely to be involved in sports than other activities but over-represented among those who do not participate in any structured activity. So what is already known about extracurricular activity participation? The author quotes from research showing that these activities have been shown to be environments that benefit positive adolescent development and promote the learning of social, interpersonal, academic and general life skills. Early results from YAPS-WA indicate that experiences beneficial to development, such as effort, perseverance, success and leadership, are greater for sports participants. YAPS-WA research also compares the contexts of participation, school versus community, and finds that students who participate in both contexts have the greatest school attachment and greater university aspirations than those who only participate in one context or the other. The author concludes with some discussion of why structured activities are beneficial in life and education, examining such topics as experiences through participation, identity and school attachment. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=184707
Record No: 184707 From EdResearch online
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| Out there : dance in schools.
| Cameron, Helen | 2010 |
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Title: Out there : dance in schools.
Author(s): Cameron, Helen |
Journal Details: Teacher n.208 p.44-49
Published: January/February 2010
ISSN: 1449-9274
Abstract: Physical development is an essential part of the education of young children. This is why movement learning and dance have an important place in schools. This article describes Out There, the dance education program run by The Australian Ballet in schools.
URL (open access) : http://digital.realviewtechnologies.com/?xml=teacher.xml&iid=32672
URL (conditional access) : https://library.acer.edu.au/document/?document_id=180047
Record No: 180047 From EdResearch online
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| Promoting creativity through arts education.
| Culpan, Arda | 2010 |
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Title: Promoting creativity through arts education.
Author(s): Culpan, Arda |
Journal Details: Learning Matters v.15 n.1 p.35-37
Published: 2010
ISSN: 1326-8198
Abstract: Creativity in education is a necessity, nurturing imagination and curiosity. While this concept is by no means new or limited to the arts, this emphasis resonates with the author's own perspective on creativity in arts education. While the basic ideas in this article are drawn from the author's own teaching experience in the visual arts and music education in teacher education programs, they can be equally applied to education in dance, drama, media and visual communication across year levels. A key arts education principle is that engaging students in creative work is not just about encouraging 'free expression' and believing that any response is acceptable. It depends on general recognition that creativity is a form of intelligence and as such can be developed like any other mode of thinking. Secondly, at times it is necessary to challenge perceived myths about creativity-focused pedagogy and to emphasise it is not about radical new teaching strategies but the readiness of teachers to be well-informed, to observe and to assist students in expanding their ideas in purposeful ways. Thirdly, teachers should assist students in understanding that any reticence about their own creative attributes can be ameliorated through their own active involvement in generating ideas, sustained practice, stepping out of their comfort zone and critical evaluation of their progress. Finally, all education disinclines need to strive more than ever to honour values evoked by Gardner's recent work that synthesises his earlier perspectives on multiple intelligences to create a 'pentad of minds'. [Author abstract, ed]
URL (open access) : http://www.ceomelb.catholic.edu.au/publications-policies/learning-matters/Promoting_Creativity_through_Arts_Education/
Record No: 184745 From EdResearch online
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| Serious benefits : song and dance.
| McKenna, Julie | 2010 |
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Title: Serious benefits : song and dance.
Author(s): McKenna, Julie |
Journal Details: Teacher n.212 p.40-42,44
Published: June/July 2010
ISSN: 1449-9274
Abstract: Children who participate in vocal and dance training and performance demonstrate not only improved cognitive function and memory, physical fitness and self-esteem, but also improvement in a range of personal and study skills, research suggests. Such findings might echo what those who work in the field of song and dance already know, but they also indicate the importance of performing arts programs such as the one being facilitated by the National Institute of Youth Performing Arts Australia (NIYPAA). The article provides brief descriptions of current NIYPAA programs, then examines some Australian and international research findings about the positive effects of dance, song, sports and the arts on children's and young people's physical and social wellbeing. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=184706
Record No: 184706 From EdResearch online
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| Shall we dance? The story of The Radiance Dance Project.
| Ehrich, Lisa Catherine | 2010 |
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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
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| Word watching : the presence and absence of discourse in the negotiation of The Arts : Initial Advice Paper (ACARA 2010).
| Barbousas, Joanna | 2010 |
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Title: Word watching : the presence and absence of discourse in the negotiation of The Arts : Initial Advice Paper (ACARA 2010).
Author(s): Barbousas, Joanna |
Journal Details: Australian Art Education v.33 Special Edition [n.1] p.4-7
Published: 2010
ISSN: 1032-1942
Abstract: Current consultation processes and draft documents for the representation of 'The Arts: Initial Advice Paper have brought to the frontline debates about discipline knowledge, formation of 'practices', and normalised assumptions about 'the arts' in educational terms. Declarations and statements that have been declared and positioned as knowledge in documentation that support the formation of an Australian Curriculum are ways to trace the power formations masked by democratic rhetoric and collaborations. This paper reports on an ongoing investigation of the political agenda mapped through statements used to declare a particular kind of curriculum change. To understand the inclusion and exclusion of discourses in the proposed Australian Curriculum is to count and account for field presence. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=192248
Record No: 192248 From EdResearch online
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| The creative arts and enhancing education for boys in the middle years.
| Scholes, Laura
Nagel, Michael | 2009 |
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Title: The creative arts and enhancing education for boys in the middle years.
Author(s): Scholes, Laura | Nagel, Michael |
Journal Details: Australian Journal of Middle Schooling v.9 n.2 p.5-11
Published: November 2009
ISSN: 1445-2928
Abstract: In an era of ever-increasing school accountability and standards, a great deal of emphasis is placed on improving literacy and numeracy skills for all students, which has resulted in a growing focus on test results in current public and educational forums. The literacy and standards agenda is also part of an on-going concern for improving the educational outcomes of boys. This article argues that the current emphasis on literacy, numeracy and testing does not adequately take into account the potential benefits of the creative arts in enhancing the overall education environment for middle years students, and boys in particular. The paper also suggests that an educational agenda that places the arts on the periphery of other subject areas tacitly nominated as 'more important' is problematic for boys, girls and education at large, as it fails to recognise and take into account a growing body of research identifying the arts as integral in preparing students to be creative and innovative in a future often described as 'beyond comprehension'. In order to substantiate these claims, this paper draws on various contemporary research findings. The authors appreciate and value the importance of ensuring that all students meet recognised standards of literacy and numeracy, but also argue that the creative arts should be an integral component of any agenda for reaching preconceived standards, and not something that is done after all the 'hard' work is complete. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=179835
Record No: 179835 From EdResearch online
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| The syntegrated arts education model : a nonlinear approach to teaching and learning in the key learning area Creative Arts.
| Klopper, Christopher | 2009 |
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Title: The syntegrated arts education model : a nonlinear approach to teaching and learning in the key learning area Creative Arts.
Author(s): Klopper, Christopher |
Journal Details: Journal of Artistic and Creative Education v.3 n.1 p.30-52
Published: 2009
ISSN: 1832-0465
Abstract: Creative arts education secures the survival of art disciplines and illustrates the importance to the preservation of individuality and integrity of skills and knowledge unique to a specific art discipline. This article presents the syntegrated creative arts education model. It is a model that offers core content, interdisciplinary modules, and elective units according to the needs of the student and the demographics of the community. It is envisaged that this syntegrated creative arts education model will offer an understanding to the concepts offered - putting the 'arts' back into the key learning area Creative Arts in pre-service settings in Australia. [Author abstract]
URL (archived) : http://web.archive.org/web/20130409033416/http://jaceonline.com.au/pdf/3-1.pdf
Record No: 182456 From EdResearch online
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| The arts : time for an overhaul.
| O'Grady, S. | 2008 |
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Title: The arts : time for an overhaul.
Author(s): O'Grady, S. |
Journal Details: Professional Educator v.7 n.2 p.22-23
Published: June 2008
ISSN: 1447-3607
Abstract: The creative and performing arts need a whole-of-system and a whole-of-school overhaul, the author argues. There will never be enough specialist trained teachers for the school system, a fact recognised in 2005 by the Commonwealth government's National Review of School Music Education, tellingly subtitled 'Augmenting the diminished', which concluded that 'music education is at a critical point where prompt action is needed to right the inequalities in school music'. It then proposed a seven-point plan for action - none of which appears to have been acted upon. Adding to these proposals, the author adds some of his own: take a whole-of-school approach for the creative and performing arts and a whole-of-system approach for systems of schools. This is not entirely new - witness the performing arts units of various state education authorities - but there are some important principles to explore and adopt. The whole school community needs to engage in promoting the performing arts because everyone in a school can play a part: parents, students, the community, performing arts teachers, industry professionals, local musical societies. At a system level there needs to be an opportunity for all students to participate in performance events that go beyond the limitations of their own school's resources, to join with students from other schools, to collaborate and learn from others and experience the thrill of large-scale performance. [Author abstract, ed]
URL (open access) : http://www.austcolled.com.au/wp-content/uploads/2017/09/6.-ProfEd_June-2008.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=168940
Record No: 168940 From EdResearch online
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| Teaching stories : a reflection on teaching residencies.
| Ricketts, K. | 2008 |
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Title: Teaching stories : a reflection on teaching residencies.
Author(s): Ricketts, K. |
Journal Details: Journal of Artistic and Creative Education v.2 n.1 p.40-66
Published: 2008
ISSN: 1832-0465
Abstract: This paper hinges on moments of reciprocity and receptivity that occur during two teaching residencies in England and Canada. Although these reflections are sourced from two residencies and provoke thoughts both specific and general regarding the tensions and integrations of pedagogy and art practices, they act as catalysts to further inquiry as the author continues her work through a broad range of residencies and build further relationships with teachers in a wide scope of contexts. The paper raises key issues concerning how we play the roles of artist, teacher and researcher, and how the artist/teacher/researcher (the a/r/t/ographist) wrestles with the challenges of integrating public pedagogy with practice. The paper reflects on how this inquiry provokes the author to engage in these residencies with the curiosity and passion she brings to the stage, and in turn asks how to balance this with the thoughtfulness and responsibility she employs in the classroom. The two residencies – New VIc, London, England and Windsor High School, Vancouver, Canada – represent the values of silence and listening as pedagogical practices. In both residencies the students call us to a place of reciprocity whereby activity emerges through a respectful discourse. These stories speak to patience, trust and the courage needed to take the silence and begin the listening as a necessary factor in our shared (teacher/student) moments together. [Author abstract]
URL (archived) : http://web.archive.org/web/20130409033455/http://jaceonline.com.au/pdf/2-1.pdf
Record No: 171326 From EdResearch online
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| Towards humanising creativity?
| Chappell, Kerry | 2008 |
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Title: Towards humanising creativity?
Author(s): Chappell, Kerry |
Journal Details: Multi-Disciplinary Research in the Arts v.1 n.3
Published: 2008
ISSN: 1835-2776
Abstract: Within the context of developing creativity discourse and policy, this article begins by exploring a number of the tensions that emerged from research using an interdisciplinary framework to investigate creativity with English expert specialist dance teachers. The study was a qualitative interpretive investigation of the dance teachers' conceptions of and approaches to creativity with late primary age children. The article then interrogates and articulates the productive dynamics of one of these tensions that occur between individual, collaborative and communal creativity. This tension is discussed within the wider debate of individualised versus collaborative/communal creativity and the encouragement of the former by individualised, marketised creativity policies. It is argued that one constructive product of articulating how dance professionals negotiate this tension within education is a pertinent and helpful example of a more humane framework for creativity than that espoused by the individualised marketisation agenda. In turn the paper draws out the idea of humanising creativity as a productive process that has the potential to challenge aspects of the dominant policy discourse in an emergent way. [Author abstract, ed]
URL (archived) : http://web.archive.org/web/1000/http://education.unimelb.edu.au/__data/assets/pdf_file/0010/1105786/chappell.pdf
Record No: 209262 From EdResearch online
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| Exploring children’s development of ideas in music and dance.
| Henderson, C.
Fraser, D.
Price, G. | 2007 |
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Title: Exploring children’s development of ideas in music and dance.
Author(s): Henderson, C. | Fraser, D. | Price, G. |
Journal Details: Journal of Artistic and Creative Education v.1 n.1 p.41-59
Published: 2007
ISSN: 1832-0465
Abstract: Eisner maintains that the Arts education community needs 'empirically grounded examples of artistic thinking related to the nature of the tasks students engage in, the material with which they work, the context's norms and the cues the teacher provides to advance their students' thinking'. This paper reflects on preliminary results of a collaborative research project between teachers and university researchers that is investigating how children develop and refine arts-making ideas and related skills in Dance and Music in a small sample of schools in New Zealand. Factors such as the place of repetition in the development of ideas, the relevance of offers, the place of verbal and non-verbal communication in arts idea generation, and group work as an accepted ritual of practice, are explored and discussed. [Author abstract]
URL (open access) : http://jaceonline.com.au/issues/volume-1-number-1/
Record No: 160292 From EdResearch online
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| Never the twain shall meet : ICT and dance.
| Denson, P. | 2007 |
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Title: Never the twain shall meet : ICT and dance.
Author(s): Denson, P. |
Journal Details: Teacher n.183 p.14-16
Published: August 2007
ISSN: 1449-9274
Abstract: The easiest timetabling decision could be assumed to involve dance and information and communication technology (ICT), since no dance student ever takes ICT – correct? Wrong, says the author, who developed a Dance program as a Year 9 elective. He knew the new Dance classes had to increase options for physical activity, provide an activity that was safe and welcoming, and recognise all student achievement. The author started taking photographs of the performances, and then videos. The digital video resources have now become an integral part of his teaching. He and his students started a library: they filmed the dance routine, saved it to DVD, filed and catalogued it. The teacher then started using intermit video for formative assessment: students were able to step back and use the video footage as a creative tool to analyse, refine and develop their dance routines. The dancers love to look themselves performing and it has increased their engagement and helped the growth in their confidence. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=162961
Record No: 162961 From EdResearch online
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| Physical theatre from Asia's largest island : Australian Butoh.
| Tate, S. | 2007 |
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Title: Physical theatre from Asia's largest island : Australian Butoh.
Author(s): Tate, S. |
Journal Details: Drama Queensland Says v.30 n.1 p.10-15
Published: July 2007
ISSN: 0727-4432
Abstract: Physical theatre has become Australia's largest performance art export and the application of its principles as a training methodology have been equally successful as a means of developing rich actor training techniques and informing what has been seen as 'traditional' performance styles. Butoh is an avant-garde physical theatre style originating in Japan that is not only becoming increasingly popular as performance on the stage, but also as an actor training methodology. Butoh reverberates through the work of Artaud, Stanislavski, Grotowski, DeCroux, Suzuki Tadashi and LePage. The methods and philosophies behind performance and training can inform and complement training in improvisation, the psychosomatic development needed for styles from emotional realism and method acting to modern dance, absurdism, surrealism and the Expressionists. The article provides the history of Butoh, Butoh throughout the world, and a rationale for including Butoh in Queensland classrooms. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=162916
Record No: 162916 From EdResearch online
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| Dance : metalanguage and the prescribed works and choreographers.
| Wauchop, D. | 2006 |
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Title: Dance : metalanguage and the prescribed works and choreographers.
Author(s): Wauchop, D. |
Journal Details: Curriculum Support for Teaching in Creative Arts 7-12 v.11 n.1 p.2-3
Published: 2006
Abstract: Metalanguage is a language or vocabulary used to describe or analyse language. In dance, students engage with metalanguage when they discuss and write about the language of dance. The core appreciation examination demands that students use high levels of metalanguage. Students are required to analyse and critique works (texts), therefore they are describing, explaining and discussing how these works are constructed and what they mean. This article discusses the use of metalanguage in higher school certificate (HSC) dance in New South Wales. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=156890
Record No: 156890 From EdResearch online
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| Working (LATT)erally : one experience of arts education in South Korea.
| Gattenhof, S. | 2006 |
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Title: Working (LATT)erally : one experience of arts education in South Korea.
Author(s): Gattenhof, S. |
Journal Details: NJ (Drama Australia Journal) v.30 n.1 p.69-78
Published: 2006
ISSN: 1445-2294
Abstract: This paper reflects upon the partnership between LATT Children's Theatre in the Republic of Korea and Queensland University of Technology, Performance Studies. In January 2006, eight drama teaching students from Queensland University of Technology (QUT) Performance Studies department travelled with two Performance Studies staff members and a project co-ordinator to run LATT Theatre Company's Winter arts camps. These camps used arts education pedagogies to teach students aged between eight and 15 years English as a Second Language. The paper dissects what both the Korean students learned about the arts and what QUT drama students learned about teaching the arts. An earlier version of this paper has been previously presented in 'Lowdown', Australia's youth arts magazine. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=155180
Record No: 155180 From EdResearch online
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| Dance classes, youth cultures and public health.
| Fensham, R.
Gardner, S. | 2005 |
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Title: Dance classes, youth cultures and public health.
Author(s): Fensham, R. | Gardner, S. |
Journal Details: Youth Studies Australia v.24 n.4 p.14-20
Published: December 2005
ISSN: 1038-2569
Abstract: This paper explores, in a preliminary way, some of the issues that make dance class participation both an undervalued and significant aspect of contemporary youth cultures with the potential to give new direction to public health initiatives. As a model of youth activity, dance classes are distinguished by their extracurricular, and semiformal, organisational structure; a regular, repetitive time frame; a unique economic structure; a community capacity-building function; and communication between peers and dance teachers. The authors consider that an investigation of how and why young people 'use' this kind of dance experience would lead to important insights concerning their social world. The authors suggest that understanding community dance class participation may provide ways to move beyond a model of 'physical exercise' in order to think more productively about possibilities for the well-being of young people.
URL (open access) : http://www.acys.info/ysa/issues/v.24_n.4_2005/p14_-_R._Fensham_and_S._Gardner_-_December_2005.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=148644
Record No: 148644 From EdResearch online
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| Dance investigations : an inquiry approach to history.
| Wauchop, D. | 2005 |
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Title: Dance investigations : an inquiry approach to history.
Author(s): Wauchop, D. |
Journal Details: Curriculum Support for Teaching in Creative Arts 7-12 v.10 n.2 p.7-8
Published: 2005
Abstract: The author presents guidelines for secondary teachers developing an inquiry approach to dance history. Included is a sample inquiry.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=143469
Record No: 143469 From EdResearch online
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| Dancing outside the studio space.
| Mandile, F. | 2005 |
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Title: Dancing outside the studio space.
Author(s): Mandile, F. |
Journal Details: Teacher n.160 p.46-47
Published: July 2005
ISSN: 1449-9274
Abstract: The Dance program of Queensland's Virtual Schooling Service (VSS) uses videoconferencing to make available state of the art curriculum and pedagogy. In doing that, the VSS Dance program has crossed international barriers, bringing together a community of Indigenous networked learners in an educational partnership spanning 12 weeks of study where people and ideas converged to form Dance in Australia and New Zealand (DANZ). [Introduction]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=144364
Record No: 144364 From EdResearch online
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| A gifted Russell or Nicole.
| Macdonald, P. | 2005 |
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Title: A gifted Russell or Nicole.
Author(s): Macdonald, P. |
Journal Details: Gifted n.137 p.25-27
Published: July 2005
ISSN: 1038-5266
Abstract: The author argues that the inclusion of visual and performing arts in gifted programs has often been ignored despite its implicit recognition in numerous models of both giftedness and intelligence.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=144606
Record No: 144606 From EdResearch online
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| A problematic approach to teaching dance.
| | 2005 |
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Title: A problematic approach to teaching dance.
Author(s):
Journal Details: Curriculum Support for Teaching in Creative Arts 7-12 v.10 n.3 p.3-4
Published: 2005
Abstract: This article presents a general view of the way in which syllabus content is being presented to students in dance classrooms. It is intended to stimulate some discussion about the element of problematic knowledge from 'Quality Teaching in NSW Public Schools' model of pedagogy and the ways in which teachers can enhance student learning by challenging assumptions about knowledge rather than presenting knowledge as fact. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=145045
Record No: 145045 From EdResearch online
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| Teacher-librarians supporting implementation of the new years 7-10 syllabuses for creative art subjects.
| Newitt, R. | 2005 |
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Title: Teacher-librarians supporting implementation of the new years 7-10 syllabuses for creative art subjects.
Author(s): Newitt, R. |
Journal Details: Scan v.24 n.1 p.40-42
Published: February 2005
ISSN: 0726-4127
Abstract: There are six new syllabuses in the New South Wales creative arts key learning area (KLA) to replace existing years 7-10 syllabuses in dance, drama, music and visual arts, and school developed courses in photography, video, digital imaging and visual or graphic design. This article describes the interrelated features common to the new creative arts syllabuses and suggests ways that teacher-librarians can collaborate with teachers in implementing these new syllabuses.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=141450
Record No: 141450 From EdResearch online
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| Dancing in the energy fields of light : the release of cultural identity into modern contemporary dance.
| Coe, D. | 2004 |
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Title: Dancing in the energy fields of light : the release of cultural identity into modern contemporary dance.
Author(s): Coe, D. |
Journal Details: Change : Transformations in Education v.7 n.2 p.22-34
Published: November 2004
ISSN: 1441-9319
Abstract: The author's experiences of teaching dance have shown that a choreographic vision is often shaped by a myriad of social structures embedded in lived experiences. Cultural understandings are similarly accessed from a matrix of customs, beliefs and values that are inherent in the essence of the culture. This paper describes how the author devised a teaching approach to connect fibres and threads of cultural spirituality, physical energy, and emotional strength and how she wove these into a cloak of modern contemporary dance performance, enmeshed in the Maori culture of Aotearoa, New Zealand. This transformation transpired through a creative process that offered dancers authentic freedom to release their cultural identity into the dance experience. The author based the creative process on Brennan's research on human energy fields, where creative energies of both dancer and choreographer work in different dimensions of spiritual energy and consciousness. Taking this stance also saw a new pedagogical style emerge, seemingly through the synergy formed by the depth of response of the dancers to the choreographer's movement ideas. Furthermore, this paper helps to clarify and understand what meaning was uncovered through these sensory connections, by using a hermeneutic approach to allow the voice of the choreographer to interpret the dancers' response to the work. [Author abstract, ed]
URL (open access) : http://ses.library.usyd.edu.au/bitstream/2123/4519/1/Vol7No2Article3.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=167274
Record No: 167274 From EdResearch online
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| Intellectual quality in dance teaching.
| Wauchop, D. | 2003 |
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Title: Intellectual quality in dance teaching.
Author(s): Wauchop, D. |
Journal Details: Curriculum Support for Teaching in Creative Arts 7-12 v.8 n.4 p.2-4
Published: 2003
Abstract: The discussion paper, 'Quality Teaching in NSW Public Schools', provides a model of pedagogy that helps to reflect on teaching and learning in the arts. The author shares her thoughts about dance knowledge and how deep knowledge, deep understanding and metalanguage are demonstrated in a dance classroom context.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=132559
Record No: 132559 From EdResearch online
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| What's new in arts education.
| Watson, A. | 2003 |
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Title: What's new in arts education.
Author(s): Watson, A. |
Journal Details: Victorian Journal of Music Education p.15-18
Published: 2002/2003
ISSN: 1036-6318
Abstract: The 'Australian Statements and Profiles', a set of curriculum documents for Australian schools, published in 1994, was never intended to be implemented as a national curriculum. Once completed, it was returned to the States and Territories for implementation according to local conditions. The paper describes the different ways States and Territories have implemented the 'Australian Arts Statement and Profile', which used a structural framework to accommodate five selected arts forms: dance, drama, media, music and visual arts.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=128107
Record No: 128107 From EdResearch online
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| With the brain in mind : creative and performing arts and learning.
| Markham, M. | 2003 |
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Title: With the brain in mind : creative and performing arts and learning.
Author(s): Markham, M. |
Journal Details: Independence v.28 n.1 p.31-34,36-39
Published: 2003
ISSN: 1324-2326
Abstract: The author makes a case for the inclusion of performing arts in mainstream curriculum. Issues addressed include: the effect of performing arts in the way young people learn, the affect of different performing arts on the brain, and the benefits to children's learning of participation in kinaesthetic arts and visual arts.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=127614
Record No: 127614 From EdResearch online
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| Changes in perceptions of competence and global self-worth in Year 11 and 12 dance and physical education students.
| Rose, E.
Blackmore, A. M.
Embrey, L. | 2002 |
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Title: Changes in perceptions of competence and global self-worth in Year 11 and 12 dance and physical education students.
Author(s): Rose, E. | Blackmore, A. M. | Embrey, L. |
Journal Details: ACHPER Healthy Lifestyles Journal v.49 n.1 p.7-10,15
Published: 2002
ISSN: 1445-8918
Abstract: Although dance has been an integral component of the secondary school curriculum, little is known of the psycho-social outcomes. As part of a comprehensive investigation of the psycho-social outcomes of elective dance studies in upper secondary school, this article focuses on competence motivation theory. The self-perceptions of girls in Years 11 and 12 were investigated before and after seven months of dance studies and compared with girls in physical education and girls not undertaking physical activity at school. All girls were tested using the Self-Perception Profile for Adolescents (SPPA) to measure domain specific perceptions of competence and global self-worth. Participation in dance or physical education did not significantly alter the girls' responses during the six months. However, girls who chose dance and physical education in the first place has higher perceptions of athletic competence, physical appearance, romantic appeal, and global self-worth. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=120250
Record No: 120250 From EdResearch online
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| Dance studies in Years 11 and 12 : why girls elect to dance at school.
| Embrey, L.
Rose, E. | 2002 |
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Title: Dance studies in Years 11 and 12 : why girls elect to dance at school.
Author(s): Embrey, L. | Rose, E. |
Journal Details: ACHPER Healthy Lifestyles Journal v.49 n.3-4 p.32-38
Published: 2002
ISSN: 1445-8918
Abstract: Provision is made in state-based education curricular in Australia for the inclusion of dance in either Health and Physical Education or the Performing Arts. This study, using interviews with 38 Year 11 and 12 girls in two metropolitan Western Australian high school, explored what prompts students to participate in Dance Studies as an elective and the meanings they attach to their participation. Analysis of the interview transcripts revealed that the girls formed two broad groups. The largest group was designated 'Dancers' and was made up of girls who had begun dancing when they were 'little' or infants. They were articulate, passionate about dance and enjoyed the support of their parents. The second group was the 'Participants' for whom the choice of dance was based on time tabling expediency and their perceptions that dance was the best option amongst a number of less desirable subjects. The implications of dance as a worthwhile physical activity for girls are considered, noting similarities with sport in terms of time demands, shared experiences in performances such as the Rock Eisteddford and the need for guidance in the transition to post-school dance opportunities. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=126081
Record No: 126081 From EdResearch online
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| Torres Strait Islander music and dance in informal and formal educational contexts in Australia.
| Costigan, L.
Neuenfeldt, K. | 2002 |
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Title: Torres Strait Islander music and dance in informal and formal educational contexts in Australia.
Author(s): Costigan, L. | Neuenfeldt, K. |
Journal Details: Research Studies in Music Education n.19 p.46-55
Published: December 2002
ISSN: 1321-103X
Abstract: Torres Strait Islanders constitute a minority within an Indigenous minority in Australia. Less research has been conducted on Torres Strait Islander education compared to Aboriginal education. Cultural practices such as music and dance are a means to express Islander identity and to articulate Islander concerns within wider society. However, culture and its place in the curriculum is problematic. While culture and cultural identity are important to many Islanders, other issues that impact on educational outcomes must also be addressed if there are to be real and effective changes. Nevertheless, music and dance can be important to Islanders living on the mainland as well as in the Torres Strait. Music and dance are a means for Islanders to retain a connectedness to their homeland and to celebrate their cultural identity. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1177/1321103X020190010601
Record No: 124148 From EdResearch online
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| The art of creativity.
| Rowley, S. | 2001 |
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Title: The art of creativity.
Author(s): Rowley, S. |
Journal Details: Campus Review v.11 n.36 p.31-32
Published: 19-25 September 2001
ISSN: 1037-034X
Abstract: This article looks at how creative arts subjects such as music, dance, and theatre have developed as disciplinary fields in Australian universities.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=111890
Record No: 111890 From EdResearch online
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| Boys can dance.
| Day, B. | 2001 |
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Title: Boys can dance.
Author(s): Day, B. |
Journal Details: Boys in Schools Bulletin v.4 n.3 p.42-45
Published: October 2001
ISSN: 1444-8432
Abstract: Ballajura Community College (BCC) is a government secondary school in Perth, Western Australia and currently has 1750 students from Years 7-12. The school is in one of the fastest-growing suburbs of Perth, with up to 40 percent of families enrolled on government income assistance. The population is multicultural. The Arts model at BCC is unique because all students in Years 7-9 are involved in the Arts program: visual arts, dance, drama, music, media. To make this program a success has been a challenge because the traditional Arts curriculum, particularly dance, was considered to be a female-oriented subject by students. Teachers wanted to change this perception and address gender issues. They knew that boys need to be encouraged to participate in subjects where they can be expressive and help make sense of emotions and experiences. Boys do convert feelings into movement, which is why Performing Arts as a practical subject is an ideal vehicle to address issues in boys' education. Research indicates that boys prefer a 'doing' curriculum that allows them to be physical, active and positive. The teachers looked for examples in the wider community and through the media where boys were involved in dance as positive role models, such as music and video clips, and used these as a guide. Dance styles are based on jazz or street dance styles. Making the subject compulsory for all students enabled the boys to avoid any stigma. By not presenting dance as a female subject it had an immediate effect on the boys' acceptance of it. In 2000 the number of boys in dance was a healthy proportion but the teacher was challenged by a growing diversity of needs between the boys and the girls. Single-sex classes were introduced which enabled the school to allow for gender-related diversity within the subject. Through their participation in dance the boys experience success and improve their perceptions of themselves as learners. Another feature of the program is that it has moved out of the classroom and challenged male stereotypes and cultural attitudes in BCC's direct community. The demand is now such that the local community centre is supplying facilities and extra tuition for young males wanting to continue to dance in their recreational time. The school has also formed a Gifted and Talented Boys Dance Troupe. [Author abstract, ed]
URL (open access) : http://www.newcastle.edu.au/__data/assets/pdf_file/0005/66938/BiSB_2001_vol-4_no-3.pdf
http://web.archive.org/web/20080802175740/http://www.newcastle.edu.au/centre/fac/publications-resources/PDFs/vol4_3.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=156715
Record No: 156715 From EdResearch online
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| Dance : mything boys.
| Wauchop, D. | 2001 |
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Title: Dance : mything boys.
Author(s): Wauchop, D. |
Journal Details: Curriculum Support for Teaching in Creative Arts 7-12 v.6 n.2 p.1-5
Published: 2001
Abstract: There is a myth that dance is for girls and not for boys. This article explores the absence of boys in dance curriculum, dance pedagogy and dance classes.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=111036
Record No: 111036 From EdResearch online
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| Disturbances and dislocations : understanding teaching and learning experiences in Australian Aboriginal music.
| Mackinlay, E. | 2001 |
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Title: Disturbances and dislocations : understanding teaching and learning experiences in Australian Aboriginal music.
Author(s): Mackinlay, E. |
Journal Details: Australian Journal of Indigenous Education v.29 n.2 p.1-7
Published: 2001
ISSN: 1326-0111
Abstract: Using Bakhtin's theories of dialogue and voice, the author's concern in this paper is to explore the polyphonic nature of power relations, performance roles and pedagogical texts in the context of teaching and learning Indigenous Australian women's music and dance. The paper focuses on the author's experience as a lecturer in the Aboriginal and Torres Strait Islander Studies Unit at the University of Queensland and her involvement in this educational setting with contemporary Indigenous performer Samantha Chalmers. The performance classroom is examined as a potential site for disturbing and dislocating dominant modes of representation of Indigenous women's performance through the construction, mediation and negotiation of Indigenous knowledge from and between both non- Indigenous and Indigenous voices. [Author abstract, ed]
URL (archived) : http://web.archive.org/web/1000/http://www.atsis.uq.edu.au/ajie/docs/200129217.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=117114
http://dx.doi.org/10.1017/S1326011100001320
Record No: 117114 From EdResearch online
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| Helping them to follow their dreams.
| Hoenig, R. | 2001 |
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Title: Helping them to follow their dreams.
Author(s): Hoenig, R. |
Journal Details: Xpress v.4 n.7 p.13
Published: 3 May 2001
ISSN: 1440-575X
Abstract: Describes past initiatives in boys' education at Belair Primary School which led to a young male dancer winning a prestigious scholarship.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=108232
Record No: 108232 From EdResearch online
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| Movement ideas for the drama classroom.
| Underdown, S.
Gosper, M. | 2001 |
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Title: Movement ideas for the drama classroom.
Author(s): Underdown, S. | Gosper, M. |
Journal Details: QADIE Says v.24 n.1 p.45-47
Published: December 2001
ISSN: 0727-4432
Abstract: This paper describes a movement workshop provided for drama teachers at the Qadie State Conference 2001. It provides teachers with simple movement exercises to encourage the use of movement in the drama classroom. It explores how to extend movement ideas using choreographic devices and visual or aural stimulus. Topics covered are the principles of safe dance, visual stimulus activity, 'The Wave', aural stimulus activity, and how to encourage students to perform a piece to a high level. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=114238
Record No: 114238 From EdResearch online
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| Performance pedagogy in teaching and learning Indigenous women's music and dance.
| Mackinlay, E. | 2001 |
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Title: Performance pedagogy in teaching and learning Indigenous women's music and dance.
Author(s): Mackinlay, E. |
Journal Details: Australian Journal of Indigenous Education v.29 n.1 p.12-21
Published: 2001
ISSN: 1326-0111
Abstract: This article presents perspectives on the complexities of teaching and learning Indigenous women's music and dance in the Department of Anthropology at the University of Queensland. The author presents concepts on performance in pedagogy as a framework for interrogating, engaging and acting strategically in the classroom to challenge, change and transform disciplinary, institutional and ideological structures. The way that practices effect the dialogue between Western and Indigenous performance practice, student responses to this form of pedagogy, and responses to inviting Indigenous women as performers into the classroom are discussed. The extent to which students are able to experience the diversity of Indigenous women's performance and to come to an understanding of what it means to be Indigenous is discussed.
URL (archived) : http://web.archive.org/web/1000/http://www.atsis.uq.edu.au/ajie/docs/20012911221.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=115002
Record No: 115002 From EdResearch online
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