Thesis (M.A.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 22-23).

Thesis (Ed. D.)--Harvard Graduate School of Education, 2000. / UMI # 9968332. Vita. Includes bibliographical references (leaves 144-148).

No description available.

No description available.

No description available.

Orientador: Kathya Maria Ayres de Godoy / Banca: Alba Pedreira Vieira / Banca: Luiza Helena da Silva Christov / Resumo: A presente dissertação buscou uma possibilidade de aproximar a dança às crianças de educação infantil, de modo que essa linguagem artística dialogasse com as características e necessidades dos pequenos. Com isso, objetivou investigar e identificar os princípios metodológicos do ensino de dança na educação infantil. Para tal, fez-se uso da pesquisa-ação como método de pesquisa, numa abordagem qualitativa, que contou com: (a) o estudo de autores em busca de compreender as peculiaridades do desenvolvimento infantil e a dança, entre eles Henri Wallon (1941, 1975), Dantas (1992), Galvão (1995), Mahoney e Almeida (2004 e 2009), Nunes (2000), Laban (1978, 1990), Marques (1999, 2000, 2005, 2009, 2010), Rengel (1992, 2005, 2008), Godoy (2003, 2007, 2008, 2010, 2011) e Vieira (2008, 2010, 2011, 2012); (b) o acompanhamento em campo de um projeto de pesquisa em dança na escola, elaborado pelo Grupo de Pesquisa Dança: Estética e Educação; e (c) a realização do "Dança Criativa", um projeto piloto com crianças pequenas. Por esses primeiros passos foi possível identificar os princípios metodológicos de ensinar dança na educação infantil: oito pressupostos da dança (linguagem artística, sujeito sociohistóricocultural, noção do corpo, estruturação espacial, diferenciação eu-outro, interação social, jogo e improvisação) e quatro elementos da dança (corpo, movimento expressivo, espaço e ritmo). Com tais princípios elencados iniciei a segunda etapa da pesquisa: elaboração de um novo curso nomeado "Planeta Dança" e aplicação na escola municipal de educação infantil "Laudo Ferreira Camargo", situada na zona sul da cidade de São Paulo. O curso foi desenvolvido em 30 encontros realizados duas vezes na semana, durante 45 minutos, para uma turma de 35 crianças de 05 anos de idade... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This dissertation sought a possibility of bringing the children dance early childhood education so that this artistic language dialoguing with the characteristics and needs of small. With this, aimed to investigate and identify the methodological principles of dance education in early childhood education. For this, I made use of action research as a research method, a qualitative approach, which included: (a) the study authors seeking to understand the peculiarities of child development and dance, among them Henri Wallon (1941, 1975) Dantas (1992), Galvão (1995), Mahoney and Almeida (2004 and 2009), Nunes (2000), Laban (1979, 1990), Marques (1999, 2000, 2005, 2009, 2010), Rengel (1992, 2005 , 2008), Godoy (2003, 2007, 2008, 2010, 2011) and Vieira (2008, 2010, 2011, 2012), (b) the monitoring of a field research project in dance at school, prepared by the Research Group Dance Aesthetics and Education, and (c) the realization of the "Creative Dance", a pilot project with small children. For these first steps was possible to identify the methodological principles of teaching dance in early childhood education: eight assumptions dance (arts language, subject sociohistóricocultural, the notion of the body, spatial structure, self-other differentiation, social interaction, play and improvisation) and four elements dance (body, expressive movement, space and rhythm). With such principles listed initiated the second stage of the research: developing a new course named "Planet Dance" and implementing the Municipal School of Early Childhood Education "Laudo Ferreira Camargo", located on the south of the city of São Paulo. The course was developed in 30 meetings twice a week for 45 minutes for a class of 35 children of 05 years old. During application, organized a record in the logbook of the classes... (Complete abstract click electronic access below) / Mestre

No description available.

This study arises out of my experiences of conducting flamenco dance workshops in a number of schools. During my visits I became concerned by what I observed happening in dance education at these schools. In discussion with the teachers I began to identify various challenges and constrains that had the effect of ‘boxing’ dance in the formal education curriculum. I became concerned with the effect these ‘boxes’ were having on dance education and I felt compelled to try and address some of the issues and challenges I observed. The diversity of cultures found in many urban schools that I visited, presents a tremendous challenge for educators wishing to include dance into their learning programmes. As a result dance is either not being offered at these schools or is approached in a tokenistic way. In many instances the teachers I spoke to were inadequately trained or ignorant of the requirements for dance in the formal curriculum. This study seeks to offer a way to address these issues. In my research, I have reflected on some of the educational and social factors that I believe are challenging dance education in these schools. I have conducted a Qualitative Action Research with an Auto Ethnographic, Self Study approach using the Living Theory Methodology as a point of departure. I have used my knowledge of flamenco and dance education to open the ‘flamenco box’ in order to introduce it to mainstream dance education in South Africa. I have come to term my approach ‘flamenco as educational’. In accordance with the Living Theory Methodology I include personal and educational aims and values and through rhythm and flamenco dance reflect on the interconnectedness of existence. I use critical reflection to engage with the issues I observed influencing dance education in a multicultural learning environment. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

No description available.

Thesis (M.S.)--University of Delaware, 2007. / Principal faculty advisor: Aparna Bagdi, Dept. of Individual & Family Studies. Includes bibliographical references.