Activities for Humanizing Dance Pedagogy: Immersive Learning in Practice

ABSTRACT

Based upon Paulo Freire’s theory of humanizing pedagogy and informed more recently by Freirean scholars Lilia Bartolomé and Maria del Carmen Salazar, this practice-based article provides two immersive learning experiences in which learners engage and question their educational histories, beliefs, and values, reflecting upon and unpacking their assumptions, connecting emergent ideas to their own and others, and considering how their teaching can evolve throughout the career span. Theoretical and practical applications for dance educators and those who prepare them are offered.

KEYWORDS:

• Pedagogy
• learning styles
• curriculum
• higher education
• teacher preparation

Notes

1. I use the terms “learner” and “student” interchangeably throughout this article, drawing attention to the dichotomy between one who “studies” and one who “learns.”

2. In compliance with National Association of Schools of Dance (NASD) standards, BFA dance majors may satisfy their teaching requirement by completing one of the following courses: Foundations of Dance Pedagogy, Secondary Teaching Methods, or Teaching Creative Dance for Children.

3. Alternatively, touch options may include hands on shoulders or holding hands. Non-tactile (no touch) options include standing side by side.

4. Teacher-proof curriculum describes the notion of an ideal curriculum that works for any group of students in any school, largely independent of the teacher.

Additional information

Funding

This work was supported by the Distinguished Faculty Fellowship, Board of Governors, Wayne State University.