Anu Sööta*, Ele Viskusb, The European Journal of Social & Behavioural Sciences (eISSN: 2301-2218), Teaching dance in the 21st century: A literature review, from University of Tartu, Estonia, pg 1.
It is now widely accepted that transformation of dance content knowledge into knowledge for teaching and learning involves far more than dance technique and control, and that teachers need a wide range of teaching strategies to motivate and engage their students (Chappell, 2007; Shapiro, 1998; Smith-Autard, 2002; Sööt & Leijen, 2012).
Here it agrees with my understanding of needing a range of teaching strategies to engage students within the dance class. Within the 21st century dance classes have changed their approach to students as they are more accommodating to include students of all backgrounds.
References
Chappell, K. (2007). The dilemmas of teaching for creativity: Insights from expert specialist dance teachers. Thinking Skills and Creativity 2, 39–56.
Shapiro, S. B. (1998). Toward transformative teachers: Critical and feminist perspectives in dance education. In S.B. Shapiro (Ed.), Dance, power and difference (pp. 7–21). Champaign, IL: Human Kinetics.
Sööt, A & Leijen, Ä. (2012). Designing Support for Reflection Activities in Tertiary Dance Education. Procedia - Social and Behavioral Sciences, 45, 448 - 456. Here I believe
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