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Teaching Children Dance 4th Edition Ebook With HKPropel Access

Teaching Children Dance 4th Edition Ebook With HKPropel Access

$93.95 CAD


Product Format
    Teaching Children Dance is back and better than ever. The fourth edition of this text retains everything dance educators have loved in previous editions while providing significant updates and new material.

    What’s New in This Edition?
    New material in the text—which contains learning experiences for physical education, dance, and classroom settings and is geared toward K-12 students of all ability levels—includes the following:
    • Two new chapters that feature 32 new learning experiences for popular, fitness, and social dances, as well as for folk and cultural dances based on traditional movements and songs from around the globe
    • Instructional videos of teaching techniques, movements, and dances from the two new chapters
    • Online resources, accessed through HKPropel, that include PowerPoint presentations, gradable assessments, and forms that can be used as is or adapted
    Other new material includes suggested answers to chapter-ending reflection questions; updates to discussions on dance and the whole-child education initiative; new material on how 21st-century skills promote creative thinking, collaboration, communication, global awareness, and self-direction; and a description of the link between dance and the 2018 Physical Activity Guidelines for Americans.

    Dance an Inherent Component of Education
    “This latest edition of Teaching Children Dance brings a new perspective focused on dance as an inherent component of a child’s education,” says coauthor Susan Flynn. “Since our last edition, educational issues have refocused on students gaining knowledge and skills that can be applied to all aspects of their lives. Dance is one mode for learning that involves using the body and the senses to gather information, communicate, and demonstrate conceptual understandings.”

    Book Organization
    The text is organized into two parts, with part I’s seven chapters providing the foundation for developing dance learning experiences and offering ideas for planning a yearlong program, a unit, or a single lesson. Part II contains two chapters of creative dance learning experiences and two chapters on choreographed learning experiences. Each learning experience includes learning outcomes; ideas for the introduction and warm-up, development, and culminating dance; variations and adaptations; and assessment suggestions that are directly linked to each outcome.

    Fun Learning for All Ability Levels
    Teaching Children Dance offers dance instructors insight into designing lessons for students of all skill levels, including those with disabilities, and provides a variety of teaching strategies, assessment tools, and instruction on effective demonstrations—all to make the learning experience fun and motivating for the dancers.

    “We’ve developed learning experiences that encourage creativity, positive social interaction, and motor skill development,” says Flynn. “Students view dance as a way to have fun. This opens the door for dance to be a welcomed activity in the school curriculum.”

    Note: A code for accessing HKPropel is included with this ebook.


    Undergraduate text for general courses in dance, physical education, or elementary or secondary teaching methods courses. Reference for physical education, dance education, and classroom teachers or related professionals who teach dance to K-12 students in a variety of settings.
    Part I. A Framework for Teaching Children’s Dance

    Chapter 1. Understanding the Importance of Teaching Children’s Dance
    What Is Children’s Dance?
    Why Teach Children’s Dance?
    What Are the Benefits of Children’s Dance?
    Applying 21st-Century Skills to Teaching Dance
    Meeting the Whole Child Through Dance
    Linking the Physical Activity Guidelines to Dance
    Questions for Reflection

    Chapter 2. Presenting Essential Content for Children’s Dance
    The Body
    Body Shapes
    Dance Forms
    Questions for Reflection

    Chapter 3. Designing a Dance Program
    Planning a Yearlong Dance Program
    Planning a Dance Unit
    Planning the Dance Lessons
    Sample Unit and Lesson Outline
    Interdisciplinary Connections
    Questions for Reflection

    Chapter 4. Creating a Dance Education Setting
    Class Size
    Equipment and Teaching Materials
    Class Frequency and Length
    Community Characteristics
    School Policies
    Program Advocacy
    Questions for Reflection

    Chapter 5. Making Teaching Effective
    Helping All Students Learn
    Using Various Teaching Styles and Strategies
    Motivating Learners
    Establishing Protocols and Rules
    Creating a Safe Learning Environment
    Presenting Demonstrations
    Providing Feedback
    Engaging Students in Performances
    Observing and Responding to Dance
    Questions for Reflection

    Chapter 6. Assessing Children’s Learning in Dance
    Teacher Assessment of Program
    Teacher Assessment of Students
    Peer Assessment
    Student Self-Assessment
    Assessment Instruments
    Questions for Reflection

    Chapter 7. Including All Children in Dance
    Knowing Your Students With Disabilities
    Creating an Inclusive Environment
    Implementing Inclusive Teaching Strategies
    Inclusive Dances
    Questions for Reflection

    Part II. Learning Experiences

    Chapter 8. Learning Experiences for Kindergarten, First Grade, and Second Grade
    Neighborhood Friendship Streamer Dance
    Floating Clouds and Rain Showers
    Run, Hop, Jump, Skip
    The Playground
    Ocean Waves and Swimmers
    Spaghetti Dance
    Balloon Dance
    Percussion Instrument Dance
    The Hungry Cat
    Circus Dance
    Connect the Spots
    Frog Dance

    Chapter 9. Learning Experiences for Third Through Eighth Grades
    Dancing Homework Machine
    Creative Square Dance
    Action Words
    Baseball Dance
    Birthday Celebration
    Partner Dance
    Three Sport Dances: Sport Add-On, Sport Web, and Sport Pictures in Action
    Dance Maps
    Create Your Own Hip-Hop Dance
    Funky Shape Museum
    Stick Figures Come Alive

    Chapter 10. Learning Experiences in Popular, Fitness, and Social Dances
    Overview of Popular, Fitness, and Social Dances
    Teaching Strategies for Choreographed Dance Lessons
    Basic Social and Popular Dance Movements
    Learning Experiences
    5, 6, 7, 8 Steps Line Dance
    16-Step Contra Dance
    Disco Fever Dance
    Funky Cowboy Line Dance
    Grapevine Slide Dance
    Hey Baby Line Dance
    The Hit Man Contra Dance
    Honky Tonk Line Dance
    Honky Tonk Circle Dance
    Rockin’ Shuffle
    Rock This Party Line Dance
    Baba Hou Fitness Dance
    T Fitness Dance
    Cha-Cha Plank Fitness Dance
    Circle Jam Fitness Dance
    Tabata Dance
    Create Your Own Fitness Dance
    Create Your Own Popular Dance
    Sample Rubrics

    Chapter 11. Learning Experiences in Folk and Cultural Dances
    American Square Dance
    Bele Kawe
    Appalachian Big Circle (Elementary Version)
    Appalachian Big Circle (Secondary Version)
    La Raspa
    Mayim, Mayim
    Samoan Sasa
    Tanko Bushi
    Virginia Reel
    Susan Flynn, MA, teaches in the School of Education, Health, and Human Performance at the College of Charleston, South Carolina, training students in sport pedagogy and preK-5 teacher education. Flynn specializes in the areas of rhythms and dance in the PE curriculum, adapted physical education, and elementary methods. She has also taught at Purdue University and in public schools in Maryland.

    Flynn developed the Perceptual Motor Development Clinic at the University of Toledo and was director for 10 years. She also organized Pete’s Pals, a mentoring initiative at Purdue University offering aquatic and motor therapy for children with disabilities. Currently, she conducts a similar program at the College of Charleston called FitCatZ Aquatic and Motor Therapy.

    Emily Enloe, EdD, is a dance educator at Oakbrook Middle School in Charleston, South Carolina. In addition to teaching, Enloe was the graduate mentor for the Dancers Connect program housed through the University of South Carolina’s dance education program from August 2010 to May 2014. Work with this program earned Enloe the 2012 Elsa Posey Graduate Student Scholarship from the National Dance Education Organization. She earned her MEd in early childhood education from the University of South Carolina in August 2013, and she continues to present at workshops and both state and national conferences in addition to teaching. Dr. Enloe is past president of the South Carolina Alliance for Health, Physical Education, Recreation and Dance as well as the South Carolina Dance Association. She graduated from Charleston Southern University with an EdD in leadership in May 2022.

    Stephen L. Cone, PhD, is a professor emeritus in the department of health and exercise science at Rowan University in New Jersey. Dr. Cone is past president of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD; now SHAPE America) and received their Honor Award in 2000. He is also a member of the New Jersey AHPERD, the Alliance for Arts Education New Jersey, and numerous other professional organizations. He has written dozens of articles for physical education publications and was coauthor of Interdisciplinary Teaching Through Physical Education (Human Kinetics, 1998) and the three previous editions of Teaching Children Dance.

    Theresa Purcell Cone, PhD (1950–2019), was a physical education and dance teacher at Brunswick Acres Elementary School in Kendall Park, New Jersey, where she also directed a children’s dance company. She was an adjunct professor at Rowan University in New Jersey and a teacher and choreographer at the Princeton Ballet School. Dr. Cone was a past president of the National Dance Association and was named its first Dance Educator of the Year. She was also a member of the National Dance Education Organization, the Alliance for Arts Education New Jersey, and numerous other professional organizations. Dr. Cone was coauthor of Interdisciplinary Teaching Through Physical Education (Human Kinetics, 1998).

    In 2004, Dr. Cone was awarded a Presidential Citation by the American Alliance for Health, Physical Education, Recreation and Dance. She also was awarded the Margie R. Hanson Distinguished Service Award by the National Association for Sport and Physical Education. Dr. Cone received her doctorate in dance from Temple University.

    All ancillaries are free to adopting instructors through HKPropel.

    Test package. Contains 125 questions in multiple-choice, true-false, multiple-response, and matching formats. The files may be downloaded for integration with a learning management system or printed for use as paper-based tests. Instructors may also create their own customized quizzes or tests from the test bank questions to assign to students directly through HKPropel. Multiple-choice questions are automatically graded, and instructors can review student scores in the platform.

    Presentation package. Features more than 115 PowerPoint slides of text, artwork, and tables from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.

    Instructors also receive access to all student materials in HKPropel. For Teaching Children Dance, Fourth Edition, this includes video demonstrations of dance movements, choreographed dances, and teaching techniques; the book’s Questions for Reflection along with suggested answers; and rubrics and other forms.

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