Dance as Inquiry: Critical Thinking in Dance Education

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dc.contributor.authorMoffett, Ann Thomas, 1980-
dc.date.accessioned2010-09-03T21:53:58Z
dc.date.available2010-09-03T21:53:58Z
dc.date.issued2010-06
dc.descriptionx, 78 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.en_US
dc.description.abstractMy research identifies critical thinking as an essential component of dance training for students of all ages and abilities, particularly students K-12. This project strategizes ways in which the studio dance teacher can create opportunities for critical thinking in the classroom and reveals ways in which learning dance can enhance critical thinking. Special consideration is placed on how critical thinking, as a skill, relates to the unique curiosities and objectives of the discipline. Within the qualitative and experiential research design, theoretical questions are proposed and practical pedagogical applications are developed. Insights from interviews with experts in the field of dance education are interwoven with practical applications from teaching two summer dance programs for distinct youth populations, a college-preparatory program for "talented and gifted" students and an open class for homeless youth living in ShelterCare housing communities.en_US
dc.description.sponsorshipCommittee in Charge: Dr. Jenifer Craig, Chair; Rita Honka; Walter Kennedyen_US
dc.identifier.urihttps://hdl.handle.net/1794/10691
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.relation.ispartofseriesUniversity of Oregon theses, Dept. of Dance, M.F.A., 2010;
dc.subjectDance education
dc.subjectDance -- Study and teaching
dc.titleDance as Inquiry: Critical Thinking in Dance Educationen_US
dc.title.alternativeCritical Thinking in Dance Educationen_US
dc.typeThesisen_US

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