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Teaching Dance As Art in Education

Teaching Dance As Art in Education

$84.00 USD


Product Format

    Teaching Dance as Art in Education is a comprehensive introductory textbook that helps dance education majors and dance specialists understand and incorporate the aesthetic foundations of educational dance in grades K-12. Unlike other models of teaching dance, this book delineates what a standards-oriented, aesthetically driven program should encompass for both the dance specialist and his or her K-12 students.

    Teaching Dance as Art in Education fosters an understanding of dance as arts education and defines the dance specialist's roles and responsibilities, including how the national arts initiatives and student-centered inquiry affect the teaching of dance. It explains how to advance student growth in the areas most critical to teaching dance: the physical, mental, artistic, and social. Content is delineated through four cornerstones of dance as art in education:

    -Dancing and performing

    -Creating and composing

    -Knowing history, culture, and context

    -Analyzing and critiquing
    These cornerstones are subsequently integrated into the K-12 Dance Cornerstone Curriculum Framework, which enables dance specialists to develop substantive and sequential dance experiences for students as they progress from kindergarten through grade 12. The framework distills all the skills and concepts that dance specialists need, including developmental expectations for different ages.

    Teaching Dance as Art in Education also presents a new instructional approach, the Eight-Step Plan, that facilities integration of all four dance education cornerstones into each unit to make the lessons more coherent. Further, the many features in the textbook help dance specialists become aware of not only their unique roles and responsibilities when teaching educational dance but also how to develop an arts-oriented, professional teaching portfolio.

    The following user-friendly features are interwoven throughout the book:

    -Reflect and Respond: Case studies, or scenarios, invite the reader to consider an issue or situation and develop a response.

    -Questions to Ponder: Thought-provoking questions at the end of each chapter help readers extend and apply chapter concepts.

    -Rich Resources: Suggested resources, such as books, videos, and Web sites, supplement the topics covered in the chapter.

    -Notebook or Portfolio: Practical exercises to complete, record, and compile into an arts-oriented teaching portfolio are useful for future job interviews.

    -Inspirational Quotes: Selected quotes from famous dancers, choreographers, and teachers support the topics covered.
    Teaching Dance as Art in Education reveals how to meet the National Standards in Dance Education without being driven by them, and it goes one step further—it marries dance with arts education in a way that makes teaching educational dance clear and distinct.


    Textbook for dance education majors studying to become certified dance specialists for grades K-12. Resource for K-12 dance specialists, arts administrators, classroom teachers, and physical educators.

    Introduction: Thinking About Dance Education

    Part I. Why—Understanding Dance as Arts Education
    Chapter 1. Viewing Educational Dance From an Arts Education Perspective
    What Is an Arts Education Perspective?
    What Are the Defining Characteristics of Educational Dance?
    What Drives an Arts Education Perspective?

    Chapter 2. Examining How National Arts Initiatives Affect Dance
    National Dance Content and Achievement Standards
    The “Nation's Report Card” in Dance
    Other Initiatives That Affect Dance Education
    Need for Arts Alliances

    Chapter 3. Adopting Your Roles and Responsibilities for Teaching
    Why Become a Dance Specialist?
    Examining K-12 Teaching Roles and Responsibilities
    Preparing to Teach Dance as Art in K-12

    Chapter 4. Emphasizing Aspects of Student-Centered Learning
    Taking a Child-Centered Perspective
    Kinesthetic–Motor Development (Moving and Learning)
    Aesthetic–Artistic Development
    Cognitive–Intellectual Development (Thinking, Perceiving, and Processing)
    Psychological–Social Development (Feeling and Interacting)
    Teaching the Whole Child

    Chapter 5. Identifying the Cornerstones of Dance as Art in Education
    Four Cornerstones
    Pivotal Role of Inquiry
    Overview of the Dance Cornerstone Curriculum Framework
    How the Cornerstones Lay the Foundation for Accountability

    Part II. What—Clarifying the Content of K-12 Educational Dance (The Cornerstones)
    Chapter 6. Dancing and Performing: Cornerstone 1
    Relation to National Standards and Beyond
    Overview of This Cornerstone
    Artful Use of the Dance Elements
    Vocabulary Systems Used in Dance
    Dance Technique and Skill Development
    Dance Cornerstone Curriculum (DCC) Framework

    Chapter 7. Creating and Composing: Cornerstone 2
    Relation to National Standards and Beyond
    Overview of This Cornerstone
    Creative Process and Products
    Creative Dance for Children
    Dance Cornerstone Curriculum (DCC) Framework

    Chapter 8. Knowing History, Culture, and Context: Cornerstone 3
    Relation to National Standards and Beyond
    Overview of This Cornerstone
    Dance Across Cultures: Cultural Diversity
    Dance Through Time: Dance History
    Preservation and Documentation
    Dance Cornerstone Curriculum (DCC) Framework

    Chapter 9. Analyzing and Critiquing: Cornerstone 4
    Relation to National Standards and Beyond
    Overview of This Cornerstone
    Aesthetic Valuing
    Critical Thinking and Processing
    Dance Criticism
    Dance Cornerstone Curriculum (DCC) Framework

    Part III. How—Presenting Dance as Art in Education
    Chapter 10. Constructing Artistic Bridges to Other Disciplines
    Relation to National Standards and Beyond
    Dance's Role Across the Curriculum
    Different Models for Integrating the Arts in Education
    Teaching Other Academics Through Dance
    Collaborating Across the Arts

    Chapter 11. Creating and Maintaining an Effective Arts Learning Environment
    Creating a Positive Arts Environment
    Managing Arts Instruction: The Precursor to Artistic Expression
    About Facilities
    Survive and Thrive

    Chapter 12. Investigating the Arts Savvy Curriculum, Instruction, and Assessment Triad
    Curriculum Content
    Integrating the Triad

    Chapter 13. Integrating the Cornerstones to Create Units of Study in Dance
    Relating the Cornerstones
    Teaching by Integrating the Cornerstones
    Using the Eight-Step Plan to Maximize Artistic Results
    Varying an Eight-Step Lesson

    Chapter 14. Creating a Unit of Study Using an Arts Education Perspective
    Creating an Integrated Unit of Study
    Sample Unit: Examining a Work by David Parsons
    Building Your Own Unit of Study Around a Choreographic Work
    Building Your Own Unit of Study Around a Style

    Chapter 15. Reflecting on Teaching
    Ethical Dimension of Teaching
    Relational Teaching
    School Renewal
    Reflective Practitioner

    Chapter 16. Developing an Arts-Oriented Teaching Portfolio
    Preparing a Perspectives Notebook
    Preparing Your Professional Teaching Portfolio
    Closing Statement

    Appendix A: Reference Lists of Concepts
    Appendix B: Forms, Checklists, Sample Items, and Articles
    Appendix C: Professional Organizations and National Initiatives
    About the Author

    Brenda Pugh McCutchen, MFA, is a dance education consultant for Dance Curriculum Designs (Columbia, South Carolina) and gives teacher workshops throughout the US using resources she creates for K-12 and university dance classrooms. She was an associate professor of dance at Columbia College, where in 1994 she created and directed South Carolina’s first undergraduate teacher certification program in dance education. This program was accredited by the National Association of Schools of Dance (NASD) and National Council for Accreditation of Teacher Education (NCATE).

    During her 40-year career in arts and education, McCutchen's roles have included professor of dance education, classroom teacher, and K-12 dance specialist. McCutchen's perspective of dance as art in education is also shaped through her experience as a performer, choreographer, artistic director, arts administrator, and dance artist in residence for students in kindergarten through high school. As a leading dance curriculum consultant, McCutchen now helps clients design standards-oriented curricula for college and K-12 dance programs. She leads teacher workshops and institutes across the country.

    McCutchen tirelessly works to see that dance plays a significant role in K-12 education and that dance specialists are prepared to realize the potential of dance in that setting. From 1989 to 1994, McCutchen was arts education program director for the South Carolina Arts Commission. She also coauthored the South Carolina Framework for Dance Education K-12, adopted by the state board of education in 1990 as a basis for South Carolina's curriculum development in dance education. She was a committee member for the Council of Chief State School Officers (CCSSO) INTASC Teaching Standards in the Arts. She is currently on the board of directors for the National Dance Education Organization (NDEO). She serves NDEO as vice president for programs and services as well as director of publications and resources. She helped draft Professional Teaching Standards for Dance as well as Model Program Guidelines for dance education in the United States.

    McCutchen holds an MFA in dance from the University of North Carolina at Greensboro (UNC-G) and has received awards for her contributions to the fields of dance and dance education from the South Carolina Dance Association, the National Dance Week Commission (SC Chapter), and UNC-G's School of Health and Human Performance.