Inquiry and Reverse Chronology Pedagogies for Social Inclusion in School-based Dance Programs

Q1 Arts and Humanities Journal of Dance Education Pub Date : 2022-07-03 DOI:10.1080/15290824.2022.2091139
Tricia Clark-Fookes
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引用次数: 0

Abstract

ABSTRACT In this article, two pedagogical approaches intended to foster social inclusion in school-based dance programs are described: inquiry and reverse chronology. The inclusion of inquiry and reverse chronology as featured pedagogies in Queensland, Australia’s statewide General Senior Dance Syllabus is discussed, including the combined use of these pedagogies to promote more inclusive dance classrooms and dance teaching practices. In particular, the author highlights an approach to curriculum organization that features key questions and presents an alternative to traditional, style-based approaches to dance curriculum organization.
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学校舞蹈课程社会包容的探究与逆年表教学法
摘要:本文介绍了两种旨在促进学校舞蹈课程社会包容的教学方法:探究法和逆向教学法。讨论了将探究和反向年表作为昆士兰的特色教学法,澳大利亚全州的普通高级舞蹈教学大纲,包括结合使用这些教学法来促进更具包容性的舞蹈课堂和舞蹈教学实践。特别是,作者强调了一种以关键问题为特征的课程组织方法,并提出了一种替代传统的、基于风格的舞蹈课程组织方法。
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来源期刊
Journal of Dance Education
Journal of Dance Education Arts and Humanities-Visual Arts and Performing Arts
CiteScore
1.80
自引率
0.00%
发文量
47
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