A Catalog of Dance Teacher Behaviors

Teaching and Technique in Dance Medicine and Science: A Descriptive Study with Implications for Dance Educators

“…Lord M,1981-82 40 Catalog of Teacher Behaviors Systematic Observation Gray J, 1983 20 Recording Teaching Behaviors Systematic Computer Observation Gray J, 1984 21 Catalog of Teaching Behaviors Systematic Observation Karp G, Walker D, 1990 32 Instructional Techniques Hemispheric Preferences Fortin S, 1993 15 Teaching Modern Dance Dance Science and Somatics Lord M, et al,1995 41 Teaching Practice Awareness of Teaching Strategies Downey P, et al, 1996 11 Response Acquisition and Correlation between levels in Performance Reproduction dance ability, style of dance, and modeling effects Minton S, 1996 47 Patterns of Imagery 2. This type of research may better accommodate the methodologies and interests of those in the field of dance education.…”

Dance in computer technology: A survey of applications and capabilities

“…This research is being conducted by the author at the University of Wisconsin-Madison. A catalogue of dance teacher behaviors has been designed (Gray, 1984a) and a number of computer programs have be~n produced to transcribe and analyze collected behavioral data. The behaviorsmverbal, non-verbal, orientation, and location--are electronically recorded and then encoded and transcribed by a computer grammar processing program called PLEXYN.…”

I. Research in Dance: Educational and Scientific Perspectives

“…Research in dance education has produced another important body of information. Investigators have shown that: • a deep and broad teacher knowledge base influences the dance learning environment in a positive way (Fortin and Siedentop 1995); • organization of students and class materials is important, but can be counterproductive if taken to excesses such as repeatedly stopping class for explanations or repositioning of students (Skrinar and Moses 1988;Minton and McGill 1998a); • movements taught in the first part of a class should introduce and provide a transition for those taught later in a lesson (Gray and Skrinar 1984;Skrinar and Moses 1988); • teachers' different approaches to the use of the base of support in ballet and modern dance affected students' use of the center of gravity as well (Gray and Skrinar 1984); • the instructor's location and point of focus during class is a significant component in successful teaching (Samaro and Skrinar 1982;Gray 1983;Skrinar and Moses 1988); • the types of cues used throughout class are many and varied (Borrelli and Skrinar 1982;Gray 1984;Skrinar 1986); • feedback that is timed appropriately and that is positive or motivating can increase student learning (Minton and McGill 1998a;Minton and McGill 1998b);…”