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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.
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.
Foreword by Sir Ken Robinson 50 Best Plays is for students and
lovers of theatre, parents and politicians, teachers and actors, a
guide to progress over 50 years in a field of theatre dedicated to
children and young people. 50 Best Plays is based on Vicky
Ireland's and Paul Harman's extensive working knowledge of
playwriting and production in England and celebrates the wonderful
work created all over the UK. At the book's heart is a detailed
listing of 50 plays by English playwrights chosen by their
contemporaries which have most influenced those working
professionally to make theatre for young audiences in England
today. It describes a journey during which many attitudes towards
education and the arts have changed, much has been learned and
maybe too much forgotten. Today, worldwide, practitioners in
participatory or immersive theatre are working with children and
young people, exploring their real world with them and helping them
to express that experience through theatre. New generations of
theatre-makers will find this book a useful signpost to sources of
inspiration in their future work for young audiences. Celebrates
the pioneers who helped establish and nurture the Theatre for Young
Audiences sector in England over 50 years of original theatre
Compiled by two leading practitioners, this one-stop resource is of
interest to parents, teachers, theatre professionals and/or arts
administrators, and others interested in professional theatre for
young audiences. Launched at the 2016 World Festival of Theatre for
Young Audiences, 'On the Edge', in Birmingham, UK. 2015 marked 50
years of the International Association of Theatre for Children and
Young People (known by its French acronym, ASSITEJ). From a handful
of European countries, ASSITEJ has grown to be a presence in over
80 countries in every continent, promoting the right of every child
to experience theatre. 1965 was also the year in which a remarkable
and unique experiment combining drama, theatre and education, known
as Theatre in Education, began in the UK, in Coventry.
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