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Frank Dance's helical model of communication was initially published in his 1967 book Human Communication Theory. [ 161 ] [ 162 ] [ 163 ] It is intended as a response to and an improvement over linear and circular models by stressing the dynamic nature of communication and how it changes the participants.
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Dance increases connectedness among students and between students and teachers in the classroom. [17] In schools students can enhance bodily-kinesthetic intelligence, reorganize neural pathways to improve learning, and express knowledge through dance. [16] Dance helps students to develop a sense of self as an emotional and social being.
In general, a dance education curriculum is designed to impart the knowledge and skills of performing dance for the students. Knowledge-oriented curricula may cover any of a diverse range of topics, including dance notation, human anatomy, physics, dance history, cultural aspects of dance, [citation needed] and music.
The constructivist classroom also focuses on daily activities when it comes to student work. Teaching methods also emphasize communication and social skills, as well as intellectual collaboration. [3] This is different from a traditional classroom where students primarily work alone, learning through repetition and lecture.
Paradigm: Some of the inaccuracies that she addresses are the misconception of non-Western dance traditions as formless, frenzied, hyper-sexual, and the assumption that the dances formed spontaneously through community activity, but without dance leaders. She uses the example of dances of the Hopi people (which she studied from 1965 and 1968 ...
Ethnochoreology (also dance ethnology, dance anthropology) is the study of dance through the application of a number of disciplines such as anthropology, musicology, ethnomusicology, and ethnography. The word itself is relatively recent and etymologically means "the study of ethnic dance ", though this is not exclusive of research on more ...
Her dance pedagogy was a blend of expressing emotions and scientific description. She used her knowledge about the body to help create movement to express what the dancers were feeling. She wrote five books about her pedagogy and about the importance of dance in education. Among H'Doubler's students was Anna Halprin, a post-modern dance pioneer.