東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The dance on paper.

Harvard University.

Linked to FindBook

Google Book

Amazon

博客來

The dance on paper.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The dance on paper./
Author:	Warburton, Edward Coffee.
Description:	149 p.
Notes:	Adviser: Howard Gardner.
Contained By:	Dissertation Abstracts International61-04A.
Subject:	Dance. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9968332
ISBN:	9780599730717

The dance on paper.
Warburton, Edward Coffee.

The dance on paper. - 149 p.

Adviser: Howard Gardner.

Thesis (Ed.D.)--Harvard University, 2000.

In this study, I investigated the effects of movement notation on learning and development in dance. Specifically, if a child reads dance notation, as she would read a musical score, in what ways does her thinking in and about dance change, if at all? I hypothesized that putting the dance on paper helps young children learn how to recognize and understand dance when they see it.

ISBN: 9780599730717Subjects--Topical Terms:

610547
Dance.

The dance on paper.
LDR:02780nam 2200313 a 45 001 853060
005 20100701
008 100701s2000 ||||||||||||||||| ||eng d
020 $a 9780599730717
035 $a (UMI)AAI9968332
035 $a AAI9968332
040 $a UMI $c UMI
100 1 $a Warburton, Edward Coffee. $3 1019228
245 1 4 $a The dance on paper.
300 $a 149 p.
500 $a Adviser: Howard Gardner.
500 $a Source: Dissertation Abstracts International, Volume: 61-04, Section: A, page: 1205.
502 $a Thesis (Ed.D.)--Harvard University, 2000.
520 $a In this study, I investigated the effects of movement notation on learning and development in dance. Specifically, if a child reads dance notation, as she would read a musical score, in what ways does her thinking in and about dance change, if at all? I hypothesized that putting the dance on paper helps young children learn how to recognize and understand dance when they see it.
520 $a I analyzed data collected from a stratified random sampling of 96 third grade students ages 8--9 who attended public school in rural Northern California. Students participated in an 8-week creative dance program based on Labanotation. A control group of students was exposed to the new dance program but not the extra notational intervention. I used the Assessment of Prime Actions in Creative Movement to collect pre- and post-test data on five dependent and two independent variables related to recognition in dance. This instrument permitted the examination of between-group differences with descriptive and inferential statistics and the exploration of within-group variation using dynamic skill theory and profile analysis techniques.
520 $a Overall, I concluded that, while verbal instruction in dance works, it is better to provide instruction with notations. I found that instruction based on notation-use produced greater gains in recognition abilities, good integration of the recognition skills needed for development in dance, and early skill in performing movement. In contrast, as seen in poorly organized recognition skills, instruction that emphasized verbal description interfered with understanding in dance. The findings suggest that dance notation presents knowledge in a coherent and domain-appropriate form, avoiding or minimizing the ambiguities and redundancies inherent in verbal description, and that notation-use engenders a particular kind of symbol processing that leads to improved knowledge acquisition.
590 $a School code: 0084.
650 4 $a Dance. $3 610547
650 4 $a Education, Physical. $3 1018000
650 4 $a Psychology, Cognitive. $3 1017810
690 $a 0378
690 $a 0523
690 $a 0633
710 2 $a Harvard University. $3 528741
773 0 $t Dissertation Abstracts International $g 61-04A.
790 $a 0084
790 1 0 $a Gardner, Howard, $e advisor
791 $a Ed.D.
792 $a 2000
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9968332