Dance Education and Music Education are not the same, but are often considered together as Arts Education along with Theatre Education and Art Education. The history of Dance Education as a discipline is much shorter than Music Education, so Dance Education often looks to music education for leadership as well as scholarship. Remixing the…

The concept of ngoma is present throughout Eastern and Southern Africa. Ngoma refers to the tradition of expression via music, drumming, dance, and storytelling. History, values, education, and even identity can be transmitted between generations. This article traces the experiences of a music teacher from the United States traveling and studying…

Baima Tibetan folk songs are an integral part of the Baima Tibetan music culture. They are performed in diverse styles, including solo, duet, lead singing, round singing, and chorus. The objective of the study was to explore the significance of Baima Tibetan folk songs as a resource for literacy education in Chinese music history. By engaging with…

Zadok Adolu-Otojoka (b. 1932) is one of the prominent music educators and professional performers in the recent history of arts education in East Africa. A Ugandan by nationality, Adolu-Otojoka has served in different professional capacities as music educator, opera singer, folk musician, dancer, composer, and education/culture administrator, at…

Being an indispensable part of our folk tradition, the traditional dance bears elements of our cultural tradition and heritage and passes them down from generation to generation. Therefore, it contributes substantially to the reinforcement of our cultural identity and plays a crucial role in the "cultural development" of our society. Our…

Humans have communicated through arts such as storytelling, music and dance throughout history, and have often used combinations of different art forms to express ideas. Just as traditional storytellers have done in many cultures through the ages, early childhood practitioners can use a variety of art forms when they share books and stories with…

Discusses how to incorporate dance into a music curriculum. Describes the different "levels" and commands to use when teaching dance. Specifies that in third through eighth grade, students are introduced to different types of dance, the history behind the styles, and the choreography. Lists selected recordings and videos for grades K-8. (CMK)

Contemporary music education leaders suggest ambiguous definitions of "diversity," often assuming it both unquestionably good and compatible with equity. The purpose of this inquiry is to explore the assumptions underlying such discourse. First, I use the legal history of diversity in education to examine the American National…

This paper reports on the process by which the curriculum for the 16-week, one semester course, MUSC 2022, Ear Training and Sight Singing, was internationalized. Since the world is increasingly becoming a global village, I wanted students to expand their awareness of other countries, along with the music and history of those countries, through…

The "fanga" is a dance taught throughout the United States to children in elementary music classes, students in African dance classes, teachers in multicultural workshops, and professional dancers in touring ensembles. Although the history of the fanga is a path overgrown with myth, this article offers information about the dance's…

Cambodia's recent history of conflict and political instability has resulted in a recognized need to recover, regenerate, preserve and protect the nation's cultural heritage. Many education programmes catering for disadvantaged youth have implemented traditional Khmer music and dance lessons, suggesting that these programmes share the…

The arts had a definite place in ancient Greek education and played an important part in children's physical, emotional, social, and intellectual growth. Education was based on the development of the whole person. Gymnastics, drawing, music, and poetry were used to increase physical strength, moral character, and a sense of the aesthetic. Music,…

This study was presented at the American Educational Research Association 2012 conference in Vancouver, Canada. The study explored how action research of arts-based teaching (ABT) impacted at-risk students in three urban public schools in southern California, USA. ABT was defined as using arts, music, drama, and dance in teaching other subjects. A…

The purpose of this study was to explore and document "The Way Man Learned Music" (1927), a method written by lawyer, Marine captain, educator, and political leader Robert Watson Claiborne (1888-1966). Drawing influence from Ernst Haeckel and G. Stanley Hall's theories of recapitulation, Claiborne designed a comprehensive and sequential…

The "Mbyá" culture forms a part of the Guaraní ethnic group that mainly inhabits the territories of south-eastern Brazil, in the Province of Misiones--Argentina, and the Republic of Paraguay. This article will focus mainly on field observations I have made in different communities in these countries, and which will try to synthetically…