Discuss the artistic practices, teaching and learning approaches of dance in school curriculum in UK and one international setting

Instructions

Title: ‘discuss the artistic practices, teaching and learning approaches of dance in school curriculum in UK and one international setting’

Word count: 1500 ( refences not included).

Focus is on Canada curriculum… so focusing on teaching and learning approaches of dance in school curriculum in Canada.

Critically analyse the Canada curriculum of dance, so critically analyse the expectations that the Canada curriculum mentions on dance. This information will be on the attachment called ‘Canada curriculum of dance’.

Then critically analyse the Canada curriculum of dance on the benefits or limitations on the child’s learning and with the teachers teaching the dance subject. So, for example the Canada curriculum on dance mentions how assessments helps the teachers to determine the student’s strength and weaknesses in their achievements of the curriculum expectations in each subject in each grade etc. (critically analyse and evaluate on this and don’t be descriptive, and don’t copy this, reference as well). Also, the curriculum mentions how part of the assessment teachers give descriptive feedback to the child. Evolution process to judging the quality of work etc. (again critically analyse and evaluate on this and don’t be descriptive, and don’t copy this, reference as well). Talk about how the Canada dance curriculum mentions how teachers accommodate for children that learn at a slow pace for improvements… teachers will help to increase the child’s grade etc. but can also be a limitation for the teacher as extra time is needed to teach the slow pace learners etc. ( again critically analyse and evaluate on this and don’t be descriptive, and don’t copy this, reference as well). Then go on to how this could affect the child’s learning from a child’s perspective, so they are left behind from the whole class that are learning at a same pace, could affect their socialisation etc. (again critically analyse and evaluate on this and don’t be descriptive, and don’t copy this, reference as well).

Then go onto the benefits from a child’s perspective from learning dance from the expectation that are mentioned in the Canada curriculum on dance, go on to critically analyse and on evaluate how the Canada curriculum on dance encourages improving on health ( talk briefly on this as more of this will be critically analysed on the next paragraph etc), how it encourages socialisation, cognitive development etc. ( remember to critically analyse and evaluate on this and don’t be descriptive , and don’t copy this, and reference as well).

Next paragraph go on to say how both UK and Canada curriculum mentions on the curriculum in dance how they encourage improving health , this is beneficial towards child’s learning as it involves being physical activities and being physically active (critically analyse and evaluate on this and don’t be descriptive, and don’t copy this, reference as well)… then critically go on to compare like for example whereas subjects like maths and English don’t involve physical activities, just sitting down using your brain and writing etc. (critically analyse and evaluate on this and don’t be descriptive, and don’t copy this, reference as well).  Then go on to mention dance is beneficial subject towards child’s learning, the child’s self-esteem and confidence increases… find a reference to support this statement of mine also critically analyse and evaluate on this and don’t be descriptive, and don’t copy this, reference as well. Then talk about how the Canada and UK government has both mentioned cutting funds in the student programming ( find reference to back this statement)…like cutting funds for subjects like dance and other subjects that involve physical activities this cutting funds can have an effect on the child’s learning and also has a limitation on the school as they are limited on funds and at risk to teaching the subject (critically analyse and evaluate on this and don’t be descriptive, and don’t copy this, reference as well)… this could have an effect on the child health as the school could be the only place where the child could stay physically active through subjects like dance ( find a refence to support this statement) ( also critically analyse and evaluate on this and don’t be descriptive, and don’t copy this, reference as well).

Link with UK curriculum into Canada curriculum on dance, see if there’s any gaps in any of the curriculum, is one of the curriculums advanced then the other, does one of them have a benefit or limitation to the other curriculum? What should one of the curriculums do to improve etc. (critically analyse and evaluate on this and don’t be descriptive, and don’t copy this, reference as well).

Give a brief introduction and conclusion as word count is only 1500.

As an examiner we will be looking for the following in your essay:

That you have demonstrated an understanding, That you have understood, engaged with and referred to relevant government guidelines and have critically appraised it. That your paper is coherently structed and properly referenced.

That your paper demonstrates independent thought, showing a good level of original insight/ perspective.

READ FROM ALL THE ATTACHMENTS GIVEN AND SEE WHICH EVER IS RELEVENT FOR HELP MAKE SURE NOT TO COPY FROM THESE ATTACHMENTS OR FROM THE INSTRUCTIONS GIVEN ON HERE. MAKE SURE TO REFERENCE EVERYTHING, BACK UP EVERYTHING.!  BE CRITICAL AND ANALYSE DON’T BE DISCRIPTIVE, SO DON’T EXPLAIN OR DESCRIBE WHAT IT IS INSTEAD ANALYSE AND BE CRITICAL AND GO IN AND BE CREATIVE. READ THROUGH THE ATTACHMENT “HELP FOR STRUCTURE” AND READ THE PARAGRAPH TEMPLETE FOR HELP ETC. REMEMBER NOT TO COPY FROM ANY OF THE ATTACHMENTS, REFERENCE AND BACK UP EVERYTHING!!!

Show ability to convey relevant information, understanding and critical reflection on aspects of the chosen area at an appropriate level and in an engaging manner. Work to develop your skills in delivery etc.

demonstrate critical and relevant engagement with the chosen topic.

Credit will be given under the ‘use of evidence’ and ‘evaluation and interpretation’ assessment criteria for the ability to make use of these sources to offer critical, imaginative or engaging perspectives on the areas being covered.

 ANALYSE don’t be descriptive, please don’t explain what it is rather BE critically evaluate. I hace attached an attachment called help for structure please read through that to help u analyse and be critical. Please don’t from any of the attachments.

PLEASE DO NOT WRITE IN FIRST PERSON (I.E. AVOID USING “I”, “MYSELF” ETC.). PLEASE WRITE IN THE PASSIVE VOICE OR USE PHRASES SUCH AS  “THE WRITER”, “THE RESEARCHER”, “THIS PAPER EXAMINES".

MAKE SURE TO ADD THEORIES AND MAKE SURE THEY ARE CORRECT, AND EVERYTHING REFERENCED AND GRAMMER NEEDS TO BE CORRECT. STATEMENTS MENTIONED IN THIS PIECE OF WORK NEEDS TO BE SUPPORTED BY A REFERENCE.

****MAKE SURE THIS ALL LINKS AND MAKES SENSE AND IT SHOULD BE CRITICAL AND MAKE SURE THE GRAMMER USED IS CORRECT***

***MAKE SURE TO RESPOND TO ALL THE ASSESMENT CRITERIA FOR THE TASK, DISPLAY EXCEPTIONAL DEGREE OF ORGINALITY, EXCEPTIONAL ANALYTIC, PROBLEM SOLVING AND CREATIVE SKILLS, NO FUALT CAN BE FOUND WITH THE WORK OTHER THEN MINOR ERRORS, WORK OF OUTSTANDING QUALITY, CLEAR EVIDANCE, ARGUMENTS, GRASP THE READER, BE CRITACAL AND CREATIVE***

*** MAKE SURE TO REFERENCE EVERYTHING AND SUPPORT THE WORK AND MAKE SURE THERES NO ERROR WITH GRAMMER AND MAKING SURE EVERYTHING MAKES SENSE, SO THE READER CAN READ IT AND GRASP THEM***

DON NOT COPY ANYTHING AT ALL FROM THESE ATTACHMENTS GIVEN TO YOU

MAKE SURE NOTHING IS PLAGIRISED. AND EVERYTHING IS BACKED UP WITH A REFERENCE.

Assessment Criteria for all assessments. 

1. Knowledge and Understanding

2. Use of Evidence and Breadth of Reading
3. Evaluation and Interpretation
4. Presentation, including writing, grammar and spelling, citation and referencing

1. Knowledge and Understanding

You must demonstrate your depth of knowledge and understanding through engagement with key concepts and thinkers. You should use the materials introduced throughout the module as your framework and then go beyond these resources and undertake your own research, the depth of which will support your demonstrated knowledge and understanding. Your ability to critically evaluate, interpret, discuss and challenge ideas will also denote your level of knowledge and understanding.

1. Use of Evidence

You need to show that you have read widely and that you can use the evidence from your reading to support your arguments and claims. Make use of workshop materials and reading lists, as well as your own independent research to provide support for your work. Evidence may come from academic books, journal articles and some resources such as TES and the Education edition of The Guardian. Distinguish between primary texts; written by the educational theorists, and secondary texts; written about those theories and theorists, those which summarise theories and make judgements on them. Try to use a range of evidence, and try to ensure research and data is contemporary; since 2010. Most importantly, ensure you are using evidence effectively to develop, evaluate and support your argument. Remember you need to provide robust and contemporary evidence to support all the points of your argument for all the assessments, the presentation, the supporting paper and the essay.

1. Evaluation and Interpretation

This is about the extent that you can engage critically with the material you read and present. You need to develop a coherent argument that is supported with evidence. Consider alternative arguments and justify why your position is more convincing or valid. When using evidence, think about the strengths and limitations of the claims made and try to reflect on the success of the arguments that have been employed. You must be critical rather than taking these claims as fact. The most sophisticated evaluations will offer synthesis, which means bringing together evidence from a collection of sources for each point in your argument, rather than using only one source to back up each point in your argument. You need to evaluate with authority and criticality (show you understand the points across breadth as well as depth in the subject area) and produce an independent and, to some extent, original piece of work. Authority means you show understanding of the whole area, and then are able to drill down into the detail with criticality and evidence.

1. Presentation

This is communicating effectively through the written and spoken word. In written work this includes spelling, grammar, punctuation, layout, sentence structure, use of words, and, most importantly, fluency; the narrative flow. Limit your use of direct quotes (always include the page number if doing so) and instead paraphrase to show you understand the sources.  Always support claims with references that should be presented accurately.  Use of sentences, paragraphs, introductions and conclusions are essential to a well-presented piece of writing.

You must ensure that you acknowledge any work that you paraphrase or quote directly using the appropriate Harvard referencing system. It is important that you do this accurately and thoroughly in order to demonstrate a piece of high quality academic work. Remember your spoken work also needs to be accurate, communicated effectively and referenced in the same way as written work.  Plagiarism in any assessment is totally unacceptable and will be detected via Turnitin.

Responds to all of the assessment criteria for the task. • Displays exceptional degree of originality. • Exceptional analytical, problem-solving and/or creative skills • No fault can be found with the work other than very minor errors, for example minor typographical issue.

Responds to all of the assessment criteria for the task. • Work of outstanding quality, evidenced by an ability to engage critically and analytically with source material.  • Likely to exhibit independent lines of argument.  • Highly original and/or creative responses. • Extremely wide range of relevant sources used where appropriate.

Responds to all of the assessment criteria for the task. • An extremely, well developed response showing clear knowledge and the ability to interpret and/or apply that knowledge. • An authoritative grasp of the subject, significant originality and insight,  • Significant evidence of ability to sustain an argument, to think analytically, critically and/or creatively and to synthesise material.  • Evidence of extensive study, appropriate to task.

Responds to most of the assessment criteria for the task. • A detailed response demonstrating a thorough grasp of theory, understanding of concepts, principles, methodology and content.  • Clear evidence of insight and critical judgement in selecting, ordering and analysing content. Demonstrates ability to synthesise material, to construct responses and demonstrate creative skills which reveal insight and may offer some originality.  • Draws on an appropriate range of properly referenced sources.