“We Were the Choreographers; the Dance Teachers Were the Helpers”: Student Perceptions of Learning in a Dance Outreach Program Interpreted Through a Lens of 21st-Century Skills

Frichtel, Monica J. Cameron

doi:10.1080/15290824.2016.1200722

Cited by 10 publications

(3 citation statements)

References 23 publications

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“…The features of the development of choreographic education in the XXI is that students in the learning process significantly better develop skills and gain thorough knowledge (Cameron Frichtel (2017)). Additionally, it has been found that contemporary choreographic education does not have to move away from traditional choreographic pedagogy and traditional artistic approaches (Nadel (2019)).…”

Section: Discussionmentioning

confidence: 99%

“…Cameron Frichtel (2017) examines the characteristics of the development of choreographic education in the 21st century and notes that students in the learning process are significantly better able to develop skills and gain thorough knowledge provided by the Partnership for 21st Century Learning than, for example, in the previous century. Nadel (2019) notes that traditional choreographic pedagogy and traditional artistic approaches offered by prominent…”

Section: Literature Reviewmentioning

confidence: 99%

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The professional choreographic education: current state and development trends

Bigus

Bilash

Vyshotravka

et al. 2021

Laplage

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The aim of the article is to highlight the features of the development of choreographic education at the beginning of the XXI century on the example of educational institutions of Great Britain and the United States, which train students in "Choreography" specialties. Methods: analysis, synthesis, induction, deduction, observation, description, tabular and graphical representation, comparison, systematization, questionnaire survey, hypothesis, abstraction and generalization. It was established that the development of choreographic education in the beginning of the XXI century is characterized by an annual increase in the number of students being trained as choreographers, choreographic education support by the universities, positive changes after the introduction of support measures for the development of choreographic education, increase in the level of encouragement for students to study the profession of choreographer, usage of modern ICT.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

The professional choreographic education: current state and development trends

Bigus

Bilash

Vyshotravka

et al. 2021

Laplage

View full text Add to dashboard Cite

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“…The history of national dance development of each nation can be traced through the history of ethnos development and the formation of its cultural and spiritual traditions. Therefore, the comprehensive study of the dance culture is essential from the choreographic point of view and as a historical and ethnographic definition of social relations among people at the aesthetic level of designers and dancers (Frichtel, 2017).…”

Section: )mentioning

confidence: 99%

Contemporary global trends in choreographic art development at the beginning of the 21st century

Bazela

Pavliuk

Babych

et al. 2022

sportk

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The aim of this study was to identify the main contemporary global trends of choreographic art at the beginning of the XXI century and illustrate the practical aspects of existing trends in world choreography through a questionnaire survey. This practical study was conducted through an online questionnaire survey among 52 acting choreographers, members of the National Choreographic Union of Ukraine, 92 students of the Faculty of Choreographic Arts of the Kyiv National University of Culture and Arts, and 34 scholars in the field of art history conducting research work within the activities of choreographic art of Kyiv National University of Culture and Arts. Based on the study results, the main features of modern choreography according to the respondents were: improvisation in dance forms; synthesis of ballet tradition with dance innovations; the latest forms of interaction between choreography and other art forms, including synthesis, symbiosis, concentration, and transfer; synthesis of all genres of choreographic art; combination of other art forms (fine arts, theater, and cinema). The respondents were of the opinion that the understanding and use in the choreographic activities of the XXI century person image are designed, not only to have a mutual influence on the elements of socio-cultural space of different countries, but also to determine the trends of future social transformations. Also, choreographic art spreads a new social content in the created human choreographic images of the XXI century due to the specific features of the choreographic manner. In conclusion, contemporary choreographic art is a striking combination of different dance techniques and traditions. Careful research and analysis of this field will contribute to the formation and development of new forms of dance art in the future.

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In Search of the Meaning and Purpose of 21st‐Century Literacy Learning: A Critical Review of Research and Practice

Mirra

Garcia

2020

Reading Research Quarterly

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In response to widespread interest in 21st‐century learning across the educational landscape, the authors explored the extent to which the concept possesses clear definition and coherent meaning within both research discourse and K–12 classroom practice in the United States, particularly with regard to conceptualizations and enactments of literacy. This research review offers descriptive data about the subject areas and grade levels in which 21st‐century learning efforts are concentrated, analyzes the literacy frameworks employed to guide pedagogy, and describes instructional practices most frequently associated with the concept. Further, this research review explores the role of digital tools in the enactment of 21st‐century learning, including how often teachers are leveraging the collaborative and interactive affordances of those tools. By leveraging a critical analytic framework, findings indicate a dearth of classroom‐based research emphasizing democratic engagement and equity within 21st‐century learning, as well as a hesitancy to use digital literacies to connect with wider publics. Analysis suggests a weakly defined understanding of what literacy learning in the 21st century means in classrooms today, which speaks to the need for a stronger focus on social futures.

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“We Were the Choreographers; the Dance Teachers Were the Helpers”: Student Perceptions of Learning in a Dance Outreach Program Interpreted Through a Lens of 21st-Century Skills

Cited by 10 publications

References 23 publications

The professional choreographic education: current state and development trends

The professional choreographic education: current state and development trends

Contemporary global trends in choreographic art development at the beginning of the 21st century

In Search of the Meaning and Purpose of 21st‐Century Literacy Learning: A Critical Review of Research and Practice

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