Technology in Dance Education

 

Technology in Dance Education

I am the owner and Company Director at Axis Dance Co, a dance studio established in Durant, Oklahoma in 2015.  I have been a dance educator for sixteen years, teaching dancers aged two through adult in a wide variety of dance styles.  I am also an Adjunct Instructor of Dance in the Department of Art, Communication and Theatre at Southeastern Oklahoma State University. 

I received a Bachelor of Science in Dance Management from the Ann Lacy School of American Dance and Entertainment at Oklahoma City University, and I am currently pursuing a Master of Education in Curriculum & Instruction, Theatre Pedagogy.  In addition to my work as a dance educator, I am also a homeschool mom.  I teach and facilitate learning for my son (7th grade) and my daughter (6th grade).  When I am not teaching or learning in some capacity, I enjoy spending time with my family, reading, going for walks, and thrifting.  

Oklahoma Academic Standards

               In researching Oklahoma’s academic standards, I was pleasantly surprised to see a thorough set of standards for dance in the fine arts category.  The Oklahoma Academic Standards for Fine Arts curriculum framework states that, “Dance is essential to the education of all students” (2023, p. 7).   The standards for dance education in Oklahoma are broken down into four processes including, performing, creating, responding, and connecting.  Since I primarily teach high school and college students, I have selected to review the standards for advanced high school students. 

               For this assignment, I am focusing on one standard each from the performing and creating processes.  Objective 11.D.PR.3.4 states students should “use dance performance production knowledge to work collaboratively and learn the elements necessary to fulfill the artistic intent of the dance works” (2003, p. 25).  Collaboration is an incredibly important aspect of dance in many ways, but certainly in performance.  Dancers must work together to create a connection with each other as well as with the music and the movement.  Collaborating in these ways are also important steps to building a connection with the audience.

               Additionally, objective 11.D.CR.1.1 states students should, “Synthesize content generated from a variety of stimuli to choreograph dance studies or dances using original or codified movement” (2003, p. 26).  This standard encourages students to creatively bring various pieces of content together, resulting in a unified and meaningful whole.  Ultimately, this is the goal of any theatrical production.

International Society for Technology in Education

               In reviewing the International Society for Technology in Education (ISTE) standards, I was particularly drawn to indicator 1.6, Creative Communicator.  The objective states, “Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals” (2019, p. 4).  Specifically, section 1.6b, “Original and Remixed Works,” encourages students to create new and original bodies of work, utilizing digital resources.  In considering the “Empowered Learner” objectives, indicator 1.1a includes developing strategies to utilize technology to help students achieve the academic goals they have set (2019, p.3).

Learning Activity

               Dance students could address the performing and creating objectives listed in Oklahoma’s Academic Standards as well as ITSE’S indicators 1.1a and 1.6b through a group choreography project.  For this project, students would collaborate in small groups to create an original piece of choreography.  They would be asked to incorporate a digital element to their work by selecting or creating a video media sequence they feel enhances their choreography.  Students should collaborate to develop strategies to synthesize content including the music, digital media, and dance movement to create a harmonious and effective performance that utilizes a variety of platforms. 

Kolb’s Triple E Framework

               Liz Kolb’s Triple E Framework is a tool used to measure if and to what degree technology aids students in reaching their educational goals.  If we were to use this framework to analyze the learning activity mentioned above, we could assess the levels of engagement, enhancement, and extension to build support for the activity’s potential academic success (Kolb, 2020).  First, in terms of engagement, I would argue that the learning activity is designed to focus the students on the learning objectives while also motivating them to actively participate in a hands-on fashion.  I also believe the activity enhances the level of understanding and offers the students an opportunity to demonstrate their understanding through performance.  Finally, this activity is certainly a break from the average student’s typical day and demonstrates extension through the development of life skills.

References

International Society for Technology in Education.  (2019).  ISTE standards, 3-4.  https://cms-live-media.iste.org/ISTE-Standards-One-Sheet_Combined_11-22-2021_vF4-1-4.pdf

Kolb, L.  (2020). Tripe E framework.  https://www.tripleeframework.com

Oklahoma State Department of Education.  (2023, February).  Oklahoma academic standards for fine arts.  https://sde.ok.gov/sites/default/files/2023%OAS%20FA%20FINAL_0.pdf