Corpus ID: 193164430

Dance Curriculum Through Lived Experience: A Semiotic Analysis

@inproceedings{Nesbit2013DanceCT,
  title={Dance Curriculum Through Lived Experience: A Semiotic Analysis},
  author={M. Nesbit},
  year={2013}
}
  • M. Nesbit
  • Published 2013
  • Art
  • This study investigates the curriculum practices of two experienced middle school dance educators. Drawing on literature in semiotics, curriculum theory, multicultural education, and dance education, this research situates the teachers as curriculum creators and investigates their lived experiences in dance education with particular attention to the ways they facilitate multimodal semiosis, or the process of meaning-making through multiple types of signs, in their classes. Using a qualitative… CONTINUE READING
    1 Citations

    References

    SHOWING 1-10 OF 148 REFERENCES
    A case study of the multicultural practices of two United States dance educators: Implications for Indonesian K-9 dance education
    • 2
    • Highly Influential
    Moving social justice: Challenges, fears and possibilities in dance education
    • 49
    • PDF
    Middle school choreography class: two parallel but different worlds
    • 4
    • Highly Influential
    Ice Can Look like Glass: A Phenomenological Investigation of Movement Meaning in One Fifth-Grade Class during a Creative Dance Unit
    • Lynda M. Nilges
    • Psychology, Medicine
    • Research quarterly for exercise and sport
    • 2004
    • 35
    Fostering the Growth of Beginners' Improvisational Skills: A study of dance teaching practices in the high school setting
    • 17
    • Highly Influential
    Teaching Dance as Art in Education
    • 58
    Moving history, dancing cultures : a dance history reader
    • 96
    • PDF