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A growing new area of study; Top quality editors and authors; Wide
range of international coverage.
A growing new area of study; Top quality editors and authors; Wide
range of international coverage.
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: Curriculum developments worldwide Empowering
communities through dance Embodiment and creativity in dance
teaching Exploring and assessing learning in dance as artistic
practice Imagined futures for dance education 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.
Dancing Across Borders presents formal and non-formal settings of
dance education where initiatives in different countries transcend
borders: cultural and national borders, subject borders,
professional borders and socio-economic borders. It includes
chapters featuring different theoretical perspectives on dance and
cultural diversity, alongside case narratives that show these
perspectives in a specific cultural setting. In this way, each
section charts the processes, change and transformation in the
lives of young people through dance. Key themes include how student
learning is enhanced by cultural diversity, experiential teaching
and learning involving social, cross-cultural and personal
dimensions. This conceptually aligns with the current UNESCO
protocols that accent empathy, creativity, cooperation,
collaboration alongside skills- and knowledge-based learning in an
endeavour to create civic mindedness and a more harmonious world.
This volume is an invaluable resource for teachers, policy makers,
artists and scholars interested in pedagogy, choreography,
community dance practice, social and cultural studies, aesthetics
and interdisciplinary arts. By understanding the impact of these
cross-border collaborative initiatives, readers can better
understand, promote and create new ways of thinking and working in
the field of dance education for the benefit of new generations.
Dancing Across Borders presents formal and non-formal settings of
dance education where initiatives in different countries transcend
borders: cultural and national borders, subject borders,
professional borders and socio-economic borders. It includes
chapters featuring different theoretical perspectives on dance and
cultural diversity, alongside case narratives that show these
perspectives in a specific cultural setting. In this way, each
section charts the processes, change and transformation in the
lives of young people through dance. Key themes include how student
learning is enhanced by cultural diversity, experiential teaching
and learning involving social, cross-cultural and personal
dimensions. This conceptually aligns with the current UNESCO
protocols that accent empathy, creativity, cooperation,
collaboration alongside skills- and knowledge-based learning in an
endeavour to create civic mindedness and a more harmonious world.
This volume is an invaluable resource for teachers, policy makers,
artists and scholars interested in pedagogy, choreography,
community dance practice, social and cultural studies, aesthetics
and interdisciplinary arts. By understanding the impact of these
cross-border collaborative initiatives, readers can better
understand, promote and create new ways of thinking and working in
the field of dance education for the benefit of new generations.
The arts have a crucial role in empowering young people with
special needs through diverse dance initiatives. Inclusive pedagogy
that integrates all students in rich, equitable and just dance
programmes within education frameworks is occurring alongside
enabling projects by community groups and in the professional dance
world where many high-profile choreographers actively seek
opportunities to work across diversity to inspire creativity.
Access and inclusion is increasingly the essence of projects for
disenfranchised and traumatised youth who find creative expression,
freedom and hope through dance. This volume foregrounds dance for
young people with special needs and presents best practice
scenarios in schools, communities and the professional sphere.
International perspectives come from Australia, Brazil, Cambodia,
Canada, Denmark, Fiji, Finland, India, Indonesia, Jamaica, Japan,
Malaysia, New Zealand, Norway, Papua New Guinea, Portugal,
Singapore, South Africa, Spain, Taiwan, Timor Leste, the UK and the
USA. Sections include: inclusive dance pedagogy equality, advocacy
and policy changing practice for dance education community dance
initiatives professional integrated collaborations
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: Curriculum developments worldwide Empowering
communities through dance Embodiment and creativity in dance
teaching Exploring and assessing learning in dance as artistic
practice Imagined futures for dance education 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.
The arts have a crucial role in empowering young people with
special needs through diverse dance initiatives. Inclusive pedagogy
that integrates all students in rich, equitable and just dance
programmes within education frameworks is occurring alongside
enabling projects by community groups and in the professional dance
world where many high-profile choreographers actively seek
opportunities to work across diversity to inspire creativity.
Access and inclusion is increasingly the essence of projects for
disenfranchised and traumatised youth who find creative expression,
freedom and hope through dance. This volume foregrounds dance for
young people with special needs and presents best practice
scenarios in schools, communities and the professional sphere.
International perspectives come from Australia, Brazil, Cambodia,
Canada, Denmark, Fiji, Finland, India, Indonesia, Jamaica, Japan,
Malaysia, New Zealand, Norway, Papua New Guinea, Portugal,
Singapore, South Africa, Spain, Taiwan, Timor Leste, the UK and the
USA. Sections include: inclusive dance pedagogy equality, advocacy
and policy changing practice for dance education community dance
initiatives professional integrated collaborations
This book explores the potential of arts and cultural education to
contribute to on-going efforts to promote Education for Sustainable
Development (ESD) in line with UNESCO's conceptualizations of the
field. It builds on the experiences of arts educators working to
build sustainable futures and portrays new and innovative
approaches. Chapters comprise case studies that combine arts,
culture, sustainable thinking and practices. They also include
research from historical perspectives, evaluations of public policy
measures and offer theoretical approaches and methodologies. The
book unfolds the possible relationships between arts and cultural
education and Education for Sustainable Development.
This book explores the potential of arts and cultural education to
contribute to on-going efforts to promote Education for Sustainable
Development (ESD) in line with UNESCO's conceptualizations of the
field. It builds on the experiences of arts educators working to
build sustainable futures and portrays new and innovative
approaches. Chapters comprise case studies that combine arts,
culture, sustainable thinking and practices. They also include
research from historical perspectives, evaluations of public policy
measures and offer theoretical approaches and methodologies. The
book unfolds the possible relationships between arts and cultural
education and Education for Sustainable Development.
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