Dance has the power to change the lives of young people. It is a force in shaping identity, affirming culture and exploring heritage in an increasingly borderless world. Creative and empowering pedagogies are driving curriculum development worldwide where the movement of peoples and cultures generates new challenges and possibilities for dance education in multiple contexts. In Dance Education around the World: Perspectives on Dance, Young People and Change, writers across the globe come together to reflect, comment on and share their expertise and experiences. The settings are drawn from a spectrum of countries with contributions from Europe, the Americas, the Middle East, Asia, the Pacific and Africa giving insights and fresh perspectives into contrasting ideas, philosophies and approaches to dance education from Egypt to Ghana, Brazil to Finland, Jamaica to the Netherlands, the UK, USA, Australia, New Zealand and more.
This volume offers chapters and narratives on:
Reflection, evaluation, analysis and documentation are key to the evolving ecology of dance education and research involving individuals, communities and nations. Dance Education around the World: Perspectives on Dance, Young People and Change provides a great resource for dance educators, practitioners and researchers, and pushes for the furtherance of dance education around the world.
Charlotte Svendler Nielsen is Assistant professor and head of educational studies at the Department of Nutrition, Exercise and Sports, research group Body, Learning and Identity, University of Copenhagen, Denmark.
Stephanie Burridge lectures at Lasalle College of the Arts and Singapore Management University, and is the series editor for Routledge Celebrating Dance in Asia and the Pacific.
"…this book is more than a catalogue of examples. It is a book of analysis and reflection. Its intention is not simply to declare the power of dance but to fathom it. It is designed to deepen understanding of the many roles of dance in human life: in shaping cultural identity, in expressing our deepest feelings, in embodying relationships and in giving form to ideas than cannot be rendered so aptly in any other way. More than this, it interrogates the conditions that are needed, in education especially, for dance to fulfill these roles." - Sir Ken Robinson, Foreword
Foreword: Sir Ken Robinson Part 1: Dance Transforming Lives 1. Dance, democracy and embodiment in a school context Eeva Anttila, Finland 2. Embodying transformation: dance in Brazilian students’ lives Alba Vieira, Brazil 3. Case Narrative: Kolkata Sanved platform beat: dance transforming lives in India Sohini Chakraborty, India 4. Case Narrative: Young people and conflict resolution Carolyne Russel-Smith, Jamaica Part 2: Dance and Identity 5. Dance education as a means of developing the self and social understanding of young women in South Africa Sherry Shapiro, USA/South Africa 6. Dance in the Canadian diaspora: embodying identity in a Toronto Philippine community Cathrine Limbertie, Canada/Philippines 7. Case Narrative: Stepping into new places: migration of traditional Ghanaian dance forms from village spaces to pedagogical stages Beatrice Ayi, USA/Ghana 8. Case Narrative: Dance and gender – is there any change? Isto Turpeinen, Finland Part 3:Creative and Empowering Pedagogies 9. Dance as empowering in the early years Adrienne Sansom, New Zealand 10. Creativity and communities of practice Kerry Chappel and Veronica Jobbins, UK 11. Case Narrative: Communities of practice and children’s dance education Juan-Ann Tai, Taiwan 12. Case Narrative: working with socially disadvantaged students’ learning in higher education Linda Caldwell, USA Part 4: Ethics and Politics in Dance Education 13. Dancing the rights of the Aboriginal child Mary-Elizabeth Manley, Canada 14. Kids’ dance stories: personal narratives from the South Pacific, Southern Mediterranean and South China Sea Nicholas Rowe, New Zealand/South East Asia and the, Middle East 15. Case Narrative: Dancing in the Arab Spring Rosemary Martin, New Zealand/Middle East 16. Case Narrative: From empathy towards democracy: fostering empathy among youth in the Middle East Kristen Groves and Marin Leggat Roper, USA/the Middle East Part 5: Curriculum Development Worldwide 17. Unsettling dance and disadvantage in the curriculum Jeff Meiners and Robyne Garrett, Australia 18. Key issues in curriculum discussions and development worldwide including perspectives from many countries Susan Koff, USA 19. Case Narrative: Issues for future curriculum discussions Sharon Friedman, South Africa 20. Case Narrative: Obstacles for dance in schools Liz Melchior, New Zealand Part 6: Exploring and Assessing Dance as Artistic Practice 21. What’s worth assessing in dance? Susan Stinson, USA 22. The silent language of dance: unfolding children’s multi-modal experiences of dance as artistic practice Charlotte Svendler Nielsen, Denmark 23. Case Narrative: Children’s experiences watching dance Liesbeth Wildschut, Netherlands 24. Case Narrative: Pedagogical documentation in early childhood in Ontario: an opportunity for multi-level dialogue in dance Marc Richard, Canada Part 7: Imagined Futures for Dance Teaching 25. Dance as part of Arts Education in UNESCO Ralph Buck, New Zealand 26. New teaching approaches and ways of understanding dance education – an embodied response to a digitalized world Ann Kipling-Brown, Canada 27. Case Narrative: Embodied pluralism Karen Bond, USA 28. Case Narrative: Twinning as a concept in dance education Maria Speth, Netherlands 29. Case Narrative: Blogging choreography Cynthia Ling Lee, USA/Taiwan