Dance Pedagogy
Dance Pedagogy - Related Videos
05:59
The Costs and Benefits of Natural Pedagogy
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2023
Source: Laboratories of Nicholaus Noles, Judith Danovitch, and Asheley Landrum—University of Louisville Children have many tools they use over the course of development to learn from adults. Perhaps the earliest tool is imitation, simply copying what they see an adult do or say. However, children actually learn much more effectively than one might expect if they were only imitating. This is because, when it comes to learning and teaching, children and adults have a special relationship.
09:17
3D Printing of Biomolecular Models for Research and Pedagogy
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Cited by 29 •
2017
Physical models of biomolecules can facilitate an understanding of their structure-function for the researcher, aid in communication between researchers, and serve as an educational tool in pedagogical endeavors. Here, we provide detailed guidance for the 3D printing of accurate models of biomolecules using fused filament fabrication desktop 3D printers.
09:19
Community-based Adapted Tango Dancing for Individuals with Parkinson's Disease and Older Adults
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Cited by 41 •
2014
Adapted tango has demonstrated efficacy for improving mobility and balance. We describe the dissemination of adapted tango teaching methods to dance instructor trainees and the implementation of adapted tango by the trainees in the community for improving mobility and balance in older adults and individuals with Parkinson’s disease.
01:04
Social Facilitation
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2020
Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled. Can you think of an example in which having an audience could improve performance? One common example is sports. Skilled basketball players will be...
07:35
The Multi-group Experiment
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2023
Source: Laboratories of Gary Lewandowski, Dave Strohmetz, and Natalie Ciarocco—Monmouth University A multi-group design is an experimental design that has 3 or more conditions/groups of the same independent variable. This video demonstrates a multi-group experiment that examines how different interethnic ideologies (multiculturalism and color-blind) influence feelings about diversity and actions toward and out-group member. In providing an overview of how a researcher conducts a multi-group...
FAQs
Within Dance Pedagogy, reinforcement and observation help explain why learners participate and acquire skills. Reinforcement can support behaviors that instruction seeks to maintain, while observing demonstrations gives learners a model for interpreting movement. Motivation influences whether they engage with practice. Examining these factors together helps educators connect instructional choices with changes in participation and performance.
Verbal and physical cues direct attention to particular features of a movement, while guided practice gives learners an opportunity to act on that information. Feedback then identifies how performance can be adjusted, supporting motor-skill development and behavioral adaptation. The combination matters because learners are not only copying movement; they are learning how to respond to instructional information.
Teacher-student relationships and group interaction shape the social conditions in which dance learning occurs. These relationships can influence participation, communication, and the ability to respond to classroom expectations. Group work also makes cooperation observable as a behavioral outcome. Studying these interactions helps explain why the same movement task may produce different engagement patterns across learning environments.
Reflection gives learners a way to consider their performance, attention, and responses during instruction. In behavioral terms, it can be examined alongside motivation and feedback to understand self-regulation, rather than treating skill acquisition as purely physical. This makes reflection useful when instruction aims to support learners’ adaptation to expectations as well as their movement development.
A typical teaching sequence begins with a demonstration, continues through verbal or physical cues and guided practice, and uses feedback to support adjustment. Reflection can follow practice so learners consider what they did and how they responded. This ordered process gives instructors several points at which to observe participation, regulate attention, and modify support for different learners.
Behavioral researchers can use Dance Pedagogy to study how reinforcement, observation, motivation, and social interaction relate to participation and skill acquisition. The framework is relevant when the research question concerns behavior during embodied learning rather than movement technique alone. It can also organize observations of teacher-student relationships, classroom responses, and adaptation to shared expectations.
Outcomes may include changes in confidence, cooperation, self-regulation, participation, or movement skill, depending on the instructional focus. These outcomes should be considered in relation to the cues, practice opportunities, feedback, and social environment provided. In this way, dance instruction can serve both as an educational practice and as a context for examining how embodied activity influences behavior.