Abstract
The transition from teaching dance in higher education to the secondary school setting can be turbulent. Dance curriculum for secondary students must meet their developmental and psychological needs, while also fitting into an abbreviated class period. Individuals making this transition must be aware of the different goals that a middle or high school setting requires, such as informing parents about classroom activites and working as a dance “generalist” rather than a specialist.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 124-125 |
| Number of pages | 2 |
| Journal | Journal of Dance Education |
| Volume | 4 |
| Issue number | 4 |
| DOIs | |
| State | Published - Oct 1 2004 |
| Externally published | Yes |
Bibliographical note
Publisher Copyright:© 2004, Copyright Taylor & Francis Group, LLC.