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dc.contributor.authorBontrager, Hannah Joy
dc.date.accessioned2009-02-02T23:21:01Z
dc.date.available2009-02-02T23:21:01Z
dc.date.issued2007-06
dc.identifier.urihttp://hdl.handle.net/1794/8419
dc.descriptionx, 199 p. A THESIS Presented to the School of Music and Dance and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, 2007. A print copy of this title is available through the UO Libraries under the call number: SCA Archiv Bontrager 2007.en
dc.description.abstractThis thesis explores the relatively recent phenomenon of in-school arts partnerships through the specific lens of integrated curricula. Through a literature review and pilot project, its goal is to propose and evaluate the feasibility and viability of integrated arts partnerships in dance at the elementary school level, given challenges currently facing teachers under the No Child Left Behind Act. Chapter one describes the context and purpose of this study. Chapter two establishes important methods and definitions for the literature and research review. Chapter three examines recent and important literature and issues impacting arts in education and in-school dance partnerships. Chapter four provides a detailed background, generally and specifically situating the pilot project geographically, culturally, and within the methods employed in conducting and evaluating the project. Chapter five reports project results and summarizes conclusions.en
dc.language.isoen_USen
dc.publisherUniversity Of Oregonen
dc.relation.ispartofseriesUniversity of Oregon theses, School of Music and Dance, Honors College, B.A., 2007;
dc.titleMoving education : building a model integrated dance partnership for elementary school classroomsen
dc.typeThesisen


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