The guidebook describes an Ohio school program for gifted and talented students. Information is provided on the following topics: definition; rationale; program dates and highlights (1976-1977); objectives for coordination activities at the program level; specific activities for academic instruction in social studies, language arts, mathematics…

Dance has often been a significant part of a cultural heritage. Most of the religious organizations which were formed just after the United States achieved its independence, however, rejected many European religious customs, including dance. Despite this, the Mormon church not only allowed dance, but advocated and sponsored it. Dance was an…

The essays in this book concern successful experiences with interdisciplinary education during the 1972-73 school year at the Humanities Center in Richmond, Virginia. The first section of the book focuses briefly on the program's seven humanities-related subjects (including the directors of each subject): filmmaking; printmaking; mime, dance and…

This handbook grew out of an experimental program called Labor Explores the Arts, begun in the fall of 1966 by the Metropolitan Center of the New York State School of Industrial and Labor Relations, together with several New York City unions. It was planned to be of use to training staff who want to set up such a course in their own unions. It…

A curriculum guide for Grade 7, the document is devoted to the occupational cluster "Fine Arts and Humanities." It is divided into five units: drama and literature, music, dance, art, and crafts. Each unit is introduced by a statement of the topic, the unit's purpose, main ideas, quests, and a list of career opportunities…

This book describes the results of the Artists-in-Schools project sponsored by the National Endowment for the Arts and the Office of Education. Included are the background and goals for the project and a discussion of visual arts and music programs in Alabama; poetry and theatre in Minnesota; poetry in Wyoming; dance, architecture, and…

This book is an autobiographic account of thirty years spent in the field of physical education. Relating her personal experiences from her student days at the turn of the century through her years as a physical education teacher, the author traces the history of women's involvement in sports and health education and their contributions to this…

It is argued that a behavioral objectives approach to dance education is dangerously limited because it is dominated by a particular view of theoretical psychology that attempts to understand skill learning in terms of conditioning and reinforcement. This approach is especially limited in the teaching of creative and expressive dance. (RM)

A multiple measurement approach with eight measurements was used to answer research questions regarding physical and social effects that occur when educable mentally retarded adolescents were exposed to a 10-week dance program. This approach was found to be useful for identifying multiple effects and generating hypotheses for further study.…

Discusses the role of social dancing in the lives and culture of working class Black Americans. Focuses specifically on four aspects of its meaning: identity (self-esteem), cultural integrity, ingroup-outgroup, and political resistance. Bases argument on sociological, biographical, and fictional works by and about Black culture. (KH)

Well-established summer dance festivals were studied to determine educational trends in summer dance education. Faculty hiring practices, student competence levels, curricular offerings, and other program characteristics are discussed, as is the need for regional coordination of the programs. (PP)

Accessible and hands-on yet grounded in research, this book addresses the "whats," "whys," and "how-tos" of integrating literacy instruction and the arts in grades K-8. Even teachers without any arts background will gain the skills they need to bring music, drama, visual arts, and dance into their classrooms. Provided are a wealth of specific…

This booklet sets out the state standards for students in Wyoming public schools for succeeding in the Fine and Performance Arts in grades K-12. Five standards are defined for benchmark grades 4, 8, and 11: (1) creative expression through production; (2) artistic perception; (3) aesthetic valuing; (4) historical and cultural context; and (5)…

This book illustrates why and how movements and dance are powerful tools for learning and creativity in K-6 classrooms. Designed to be a workshop on paper, the book helps teachers build on what they already know about movement and implement techniques that tap into children's natural interest in moving. Chapter 1,"Moving To Learn," explains the…

Partners in Arts and Learning (PAL) is a continuous school-and community-based program which promotes arts in education in all the arts disciplines for all students; encourages the use of professional artists in classrooms as teachers and exemplars; promotes the use of artists as leaders of professional development workshops; builds support for…