"Kids love to move. But how do we harness all that kinetic energy effectively for math learning? In Math on the Move, Malke Rosenfeld shows how pairing math concepts and whole body movement creates opportunities for students to make sense of math in entirely new ways. Malke shares her experience creating dynamic learning environments by: exploring the use of the body as a thinking tool, highlighting mathematical ideas that are usefully explored with a moving body, providing a range of entry points for learning to facilitate a moving math classroom. ..."--Publisher description.

'My theme is the dance: the dance of life; the dance of the cosmos, of the natural world and the tiniest particles of matter; the dance of music and paint and words; the dance of those cruel times which feels like dancing in the dark; the dance of relationships, of forgiveness, friendship and love; the dance of faith; and finally, that hidden dance that some call heaven.' Few writers have explored the borderland between faith and contemporary living more eloquently and engagingly in recent years than Michael Mayne. In Learning to Dance he creates a magical weave of poetry, science and spirituality, touching on the longings, doubts and hopes of all of us. 'An enchanted and enchanting book. Michael Mayne has brought us through a dance of treasures of nature and a fascinating store of literature, from the mystery of the galaxies to the intricacies of the snowflake.' From the Foreword by Dame Cecily Saunders

What is the spark that lights the fire of learning between learner and teacher? This study uses action research and action learning to deepen the author's understanding and praxis.

The lesson plans in Interdisciplinary Learning Through Dance: 101 MOVEntures are broad (covering six disciplines) and deep (101 plans in all). Each lesson is based on national standards and has been field tested with students in grades K-5 with positive results. In fact, both teachers and students enjoy the plans and the learning gained through Interdisciplinary Learning Through Dance: 101 MOVEntures. Teachers value the materials: a book, a music CD to be used with selected lessons, and a 60-minute DVD that demonstrates teaching methodologies and shows selected lesson plans in action. All are designed to be used in lessons that focus on science, social studies, language arts, math, physical education, and creative arts. Students respond with enthusiasm to the active learning of subjects through playful movement. The book's content inspires engaging and active learning with these features: - Basic language of dance - How-tos of lesson planning - Classroom-management techniques - Thinking tools for promoting conceptual understanding - Assessment choices and forms Each lesson plan addresses the national standards for dance and the core curriculum subject areas, as well as the grade level, length, student objectives, and materials needed. In addition, each plan contains these special features: - Introduction - Moving adventure - Assessment - Extensions The book explores the benefits of crossing curricular boundaries with dance and delves into the vocabulary of dance and the pedagogy for creating moving adventures, or MOVEntures. It lays out the 101 lesson plans in six disciplines, providing assessment tools, lesson schematics, and additional resources- including the national standards and thinking tools. Complete. Cross-disciplinary. Broad and deep. Instructive. And fun. Teachers can't go wrong with Interdisciplinary Learning Through Dance: 101 MOVEntures, because the students learn the subjects and come back wanting to learn more.

Issues of race, class, gender and religion permeate the study of contemporary dance, resulting in cultural clashes in classrooms and studios. The first of its kind, this book provides dance educators with tools to refocus teaching methods to celebrate the pluralism of the United States. The contributors discuss how to diversify ballet technique classes and dance history courses in higher education, choreographing dance about socially charged contemporary issues, and incorporating Native American dances into the curriculum, among other topics. The application of relevant pedagogy in the dance classroom enables instructors to teach methods that reflect students' culture and affirm their experiences.

Many of us are drawn to dance because we love the act of dancing. Teaching was something that came later. It is necessary to teach dance if we want to continue dancing and make a living doing it. Whether you are facing a class of students for the first time or are an experienced teacher, whether you teach children or adults, whether in a recreational setting or college, you will find this book an essential source of information. Supported by illustrations, numerous examples, sample lesson plans, activity suggestions, and discussion questions, Teaching Dance: The Spectrum of Styles is designed for use as a course textbook for student teachers and as a resource for the professional teacher. It includes practical tips and application suggestions with additional material downloadable from the website. Supported by illustrations, numerous examples, sample lesson plans, activity suggestions and discussion questions, Teaching Dance: The Spectrum of Styles is designed for use as a course textbook for student teachers and as a resource for the professional teacher. It includes practical tips and application suggestions with additional material downloadable from the website. This groundbreaking work brings the Spectrum of Teaching Styles originally developed by Muska Mosston and Sara Ashworth to the art and science of dance. The Spectrum will help dance teachers address many issues, including the following: For the beginning teacher, “Did I meet my objectives? How can I judge how well I did?” For the advanced teacher, “How can I encourage initiative and help students become more responsible and self-motivated?” “How can I continue to grow and improve as a teacher?” For the college or university teacher, “How do I help my colleagues in other disciplines and my administration understand dance as an academic discipline?” “How can I engage students cognitively and encourage critical thinking?” For teachers of children, “How can I focus on the creative possibilities of movement for each child and harness their love of discovery?” For teachers in private studios, “The students in my class are at several different levels! How can I coax the beginners and still challenge the more advanced students?” “How can I teach so that I reach every student, keep students coming back for more classes, and thus keep enrollment (and my business) up?” When teaching large classes, “How can I provide individualized feedback for every student in the class and still keep the class moving?”

Dancing to Learn: Cognition, Emotion, and Movement explores the rationale for dance as a medium of learning to help engage educators and scientists to explore the underpinnings of dance, and dancers as well as members of the general public who are curious about new ways of comprehending dance. Among policy-makers, teachers, and parents, there is a heightened concern for successful pedagogical strategies. They want to know what can work with learners. This book approaches the subject of learning in, about, and through dance by triangulating knowledge from the arts and humanities, social and behavioral sciences, and cognitive and neurological sciences to challenge dismissive views of the cognitive importance of the physical dance. Insights come from theories and research findings in aesthetics, anthropology, cognitive science, dance, education, feminist theory, linguistics, neuroscience, phenomenology, psychology, and sociology. Using a single theory puts blinders on to other ways of description and analysis. Of course, all knowledge is tentative. Experiments necessarily must focus on a narrow topic and often use a special demographic—university students, and we don’t know the representativeness of case studies.