Intersecting Cultures in Music and Dance Education

Ashley, Linda; Lines, David

doi:10.1007/978-3-319-28989-2

Cited by 1 publication

(1 citation statement)

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“…University dance teachers need a new agility in how they connect cultural understandings to teaching and learning approaches in the current global milieu (Ashley & Lines, 2016). Shapiro (2008) explains that the changes wrought by globalisation "help us rethink how we value one dance form over another" and require of teachers that they "have the knowledge that enables them to illustrate to their students what these changes might mean" (p. vii).…”

Section: Cultural Connection: Approaches To Cultural Education Througmentioning

confidence: 99%

Cultural connection: Approaches to cultural education through Latin American dance

Pedro

Stevens

Hanrahan

2017

DRA

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Latin Dance Party refers to a tertiary cultural dance unit in Brisbane, Australia, that combines technical/social Latin American dance with cultural perspectives. This article explores the recommendations from two research projects carried out in this unit, over two years, to investigate team-building and cultural authenticity within teaching and learning pedagogies. As a result of these recommendations, the researchers have explored approaches that enhance teacher-student relationships, the development of online contextual resources, and reflective teaching and learning strategies. These approaches have implications for future research into the integration of cultural contexts into dance teaching methodology in university settings. Cultural connection: Approaches to cultural education through Latin American danceUniversity dance teachers need a new agility in how they connect cultural understandings to teaching and learning approaches in the current global milieu (Ashley & Lines, 2016). Shapiro (2008) explains that the changes wrought by globalisation "help us rethink how we value one dance form over another" and require of teachers that they "have the knowledge that enables them to illustrate to their students what these changes might mean" (p. vii). McCarthy-Brown (2017) finds that teachers need to acquire skills that connect authentic cultural practice to the university dance classroom through two pedagogical approaches. In the first approach, "diversifying curriculum", "educators provide students with multiple perspectives of dance", which is crucial for challenging "students from the dominant culture" in their pre-conceptions of dance as predominantly a Western cultural artefact (McCarthy-Brown, 2017, p. 11). "Culturally relevant teaching", the second approach, "is a method of teaching that adapts instructional tools and content to relate to the cultural affinity of students" and is relevant to "students

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Section: Cultural Connection: Approaches To Cultural Education Througmentioning

confidence: 99%