Date of Award
Spring 5-2018
Degree Type
Honors College Thesis
Department
Dance
First Advisor
Elizabeth Lentz-Hill
Advisor Department
Dance
Abstract
The learning of modern dance theory and technique is one of the most certain practices to ensure high school dance students are meeting college and career readiness standards. This study focuses on crafting a nine-week curriculum that introduces secondary dance students at the intermediate level to modern dance technique and theory. The aim of this study is to create a curriculum that not only makes certain that standards for creating, performing, responding, and connecting are being met and exceeded, but provides a guide in planning, instruction, and assessment to foster motivation in intermediate-level students as they delve into a new genre of dance. In addition, it was crucial to develop a curriculum that is clearly guided and accessible to many dance educators. Ultimately, the careful consideration of not only the content of what is being learned, but the context in which it is taught further developed this creative project. As a result, this work contributes to the field of dance education by providing dance educators a guide in the introduction of new genres of dance theory and technique in order for their students to meet and exceed standards. Further, this work gives insight on the fostering of student motivation in dance education, which leads to a more effective and efficient learning environment for all.
Copyright
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Recommended Citation
Jerome, Katherine Brooke, "Moving and Grooving: A Nine-Week Curriculum of Beginning Modern Dance Theory and Technique for the Intermediate Dancer in Secondary Education" (2018). Honors Theses. 615.
https://aquila.usm.edu/honors_theses/615