ERIC Number: EJ1054946
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 19
Pedagogy of Notation: Learning Styles Using a Constructivist, Second-Language Acquisition Approach to Dance Notation Pedagogy
Heiland, Teresa L.
Journal of Dance Education, v15 n1 p12-24 2015
Four undergraduate dance majors learned Motif Notation and Labanotation using a second-language acquisition, playful, constructivist approach to learning notation literacy in order to learn and dance the "Parsons Etude." Qualitative outcomes were gathered from student journals and pre- and post-tests that assessed for levels of improved language fluency. A Kolb Learning Styles Inventory 4.0 was completed by the students and was also conducted on the teaching-learning activities to determine if affinities existed between activities and Learning Style preferences. Results were compared to level of engagement and contentment among students to determine whether preferred Learning Style is an indicator of learning engagement among dance students who study notation.
Descriptors: Cognitive Style, Dance Education, Constructivism (Learning), Teaching Methods, Undergraduate Students, Majors (Students), Learner Engagement, Second Language Learning, Experiential Learning, Learning Activities, Qualitative Research, Student Journals, Student Attitudes, Pretests Posttests, Language Fluency, Scores, Writing (Composition), Notetaking, Questionnaires
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning Style Inventory