A Nonverbal Language for Imagining and Learning: Dance Education in K–12 Curriculum
A Nonverbal Language for Imagining and Learning: Dance Education in K–12 Curriculum
复制标题
用于想象和学习的非语言语言：K-12 课程中的舞蹈教育
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
J. Hanna
中科院分区：
文献类型：
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作者：
J. Hanna
课程理论家提供了一个知识基础，涉及美学，机构，创造力，生活经验，超越，通过身体学习，以及艺术的力量，以产生文化，政治和环境中的替代可能性的愿景。然而，这些理论线索并没有揭示K-12舞蹈教育的潜力。对非语言交流和认知的研究，加上说明性的程序，提供了关键的见解舞蹈作为一个独特的表演艺术学科，并作为一个自由的应用艺术，促进创造性的解决问题和收购，加固，和非舞蹈知识的评估。综合和解释的理论和研究，从不同的学科是相关的舞蹈教育，本文地址的认知，情感，语言，学习风格，评估，和新的研究方向在教育领域。
Curriculum theorists have provided a knowledge base concerning aesthetics, agency, creativity, lived experience, transcendence, learning through the body, and the power of the arts to engender visions of alternative possibilities in culture, politics, and the environment. However, these theoretical threads do not reveal the potential of K–12 dance education. Research on nonverbal communication and cognition, coupled with illustrative programs, provides key insights into dance as a distinct performing art discipline and as a liberal applied art that fosters creative problem solving and the acquisition, reinforcement, and assessment of nondance knowledge. Synthesizing and interpreting theory and research from different disciplines that is relevant to dance education, this article addresses cognition, emotion, language, learning styles, assessment, and new research directions in the field of education.
影响因子：
158.5
作者：
Verghese, J;Lipton, RB;Buschke, H
通讯作者：
Buschke, H
影响因子：
3.7
作者：
Cross, Emily S.;Kraemer, David J. M.;Grafton, Scott T.
通讯作者：
Grafton, Scott T.