Dance in K through 12 Basic Education: adequacy of contemporary practices in dance teaching
This article focuses on dance teaching in K-12 basic education from a reflection about the relevant adoption of elements from post 1950’s artistic movement on dancing creative processes in a dialogue with authors as Hassan (1985), Silva (2005), and Rengel (2008). On this perspective, changes on dan...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Universidade Federal do Rio Grande do Sul
2014-06-01
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| Series: | Revista Brasileira de Estudos da Presença |
| Subjects: | |
| Online Access: | https://seer.ufrgs.br/index.php/presenca/article/view/48036 |
| Summary: | This article focuses on dance teaching in K-12 basic education from a reflection about the relevant adoption of elements from post 1950’s artistic movement on dancing creative processes in a dialogue with authors as Hassan (1985), Silva (2005), and Rengel (2008). On this perspective, changes on dance teaching and learning practical attitudes are considered, resulting from postmodern dance transformations, such as: the reformulation of body concept, the conception of dance as a democratic, collective, and creative process and the progressively narrowed bounds between school artistic approaches and art forms developed outside of the school environment.
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| ISSN: | 2237-2660 |