Titlebook: Embodied Curriculum Theory and Research in Arts Education; A Dance Scholar‘s Se Susan W. Stinson Book 2016 Springer International Publishin

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Introduction,ready to get on with creating the next chapter of my life. Saying that I was considering an edited collection of my work meant I didn’t have to have anything else figured out for the time being. In addition, it drew enthusiastic response from some, which provided encouragement to formally begin “considering.”

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Questioning Our Past and Building a Future: Teacher Education in Dance for the Twenty-First Century ions and practices from the past, including methodology, content, standards, and assessment, and re-evaluates them in light of twenty-first century changes and challenges. In revealing how one individual has navigated some critical issues in dance education over a long career, this piece demonstrates how change can occur on the micro-level.

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1573-4528 pts to highlight new developments.Offers insights on curricuThis collection of articles by Susan W. Stinson, organized thematically and chronologically by the author, reveals the evolution of the field of arts education in general and dance education in particular, through narrative and critical ref

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Introduction,or such a volume first arose when colleagues were asking what my plans were after retirement; this is rather like asking students what they plan to do after graduation. Most assumed I had some major research projects in mind. But after 34 years of being a faculty member in Dance at the University of

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Curriculum and the Morality of Aesthetics (1985)concerns within arts education. First considering multiple sources who found a connection between morality and art or the aesthetic dimension, she finds limitations to each of their arguments, realizing further exploration of both the moral dimension and the aesthetic dimension was called for. The w

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