Pedagogy of Notation: Learning Styles Using a Constructivist, Second-Language Acquisition Approach to Dance Notation Pedagogy.
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| Title: | Pedagogy of Notation: Learning Styles Using a Constructivist, Second-Language Acquisition Approach to Dance Notation Pedagogy. |
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| Authors: | Heiland, Teresa L.1 |
| Source: | Journal of Dance Education. Jan-Mar2015, Vol. 15 Issue 1, p12-24. 13p. |
| Subject Terms: | *Dance education, *Dance students, *Dance teachers, Labanotation, Dance notation, Motif description (Movement notation) |
| Abstract: | Four undergraduate dance majors learned Motif Notation and Labanotation using a second-language acquisition, playful, constructivist approach to learning notation literacy in order to learn and dance theParsons Etude. Qualitative outcomes were gathered from student journals and pre- and post-tests that assessed for levels of improved language fluency. A Kolb Learning Styles Inventory 4.0 was completed by the students and was also conducted on the teaching-learning activities to determine if affinities existed between activities and Learning Style preferences. Results were compared to level of engagement and contentment among students to determine whether preferred Learning Style is an indicator of learning engagement among dance students who study notation. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Dance Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 101588713 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Pedagogy of Notation: Learning Styles Using a Constructivist, Second-Language Acquisition Approach to Dance Notation Pedagogy. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Heiland%2C+Teresa+L%2E%22">Heiland, Teresa L.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Dance+Education%22">Journal of Dance Education</searchLink>. Jan-Mar2015, Vol. 15 Issue 1, p12-24. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Dance+education%22">Dance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Dance+students%22">Dance students</searchLink><br />*<searchLink fieldCode="DE" term="%22Dance+teachers%22">Dance teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Labanotation%22">Labanotation</searchLink><br /><searchLink fieldCode="DE" term="%22Dance+notation%22">Dance notation</searchLink><br /><searchLink fieldCode="DE" term="%22Motif+description+%28Movement+notation%29%22">Motif description (Movement notation)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Four undergraduate dance majors learned Motif Notation and Labanotation using a second-language acquisition, playful, constructivist approach to learning notation literacy in order to learn and dance theParsons Etude. Qualitative outcomes were gathered from student journals and pre- and post-tests that assessed for levels of improved language fluency. A Kolb Learning Styles Inventory 4.0 was completed by the students and was also conducted on the teaching-learning activities to determine if affinities existed between activities and Learning Style preferences. Results were compared to level of engagement and contentment among students to determine whether preferred Learning Style is an indicator of learning engagement among dance students who study notation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Dance Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=101588713 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/15290824.2014.956109 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 12 Subjects: – SubjectFull: Dance education Type: general – SubjectFull: Dance students Type: general – SubjectFull: Dance teachers Type: general – SubjectFull: Labanotation Type: general – SubjectFull: Dance notation Type: general – SubjectFull: Motif description (Movement notation) Type: general Titles: – TitleFull: Pedagogy of Notation: Learning Styles Using a Constructivist, Second-Language Acquisition Approach to Dance Notation Pedagogy. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Heiland, Teresa L. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan-Mar2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 15290824 Numbering: – Type: volume Value: 15 – Type: issue Value: 1 Titles: – TitleFull: Journal of Dance Education Type: main |
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