If Creative Dance is Beneficial for Primary Schools, What are the Factors Hindering its Wider Implementation?

By John Holmes and Emily Dougherty.

Published by The Arts Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Although dance in all its forms is regarded as a highly desirable arts subject in the primary school curriculum, in many schools in South Australia there is little opportunity for children to experience any form of dance education at all. The researchers are ardent practitioners of dance and the arts, are in a position to influence teacher preparation and in-service, and considered it appropriate to tackle a focused case study to ascertain some of the immediate and longer term issues facing teachers and students in a school environment. We wondered why dance teaching was quite thinly scattered across primary schools, who taught dance, what were the reasons given by teachers for not teaching dance, and what did students think about their dance experiences.

Keywords: Dance, Primary School Teaching

International Journal of the Arts in Society, Volume 4, Issue 6, pp.101-110. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.149MB).

Prof. John Holmes

Associate Head of School, School of Education, University of South Australia, Adelaide, South Australia, Australia

Prof. John Holmes was a secondary school drama teacher, adviser and statewide education consultant before becoming a university drama and arts education lecturer. His doctoral thesis analysed the evolving genre of Physical Theatre and he is currently writing a history of drama education in South Australia.

Emily Dougherty

Teacher, University of South Australia, South Australia, Australia

Emily Dougherty is a primary teacher with an Honours specialization in dance education and extensive teaching experience in South Australia and the Northern Territory.

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