DANCE IN THE PE CURRICULUM AND NON-CURRICULAR STREET DANCE

View/ open
Author
Edwards, Rebecca
Date
2013Publisher
Cardiff Metropolitan University
Metadata
Show full item recordAbstract
This study analyses the experience of dance in school education, the relationship
between male youth and dance in the media and their effects on male participation in
dance, recognising that dance is often considered a female activity. The research
explores the potential limitations of male participation such as narrow definitions of
masculinity and hegemonic gendering, considering key themes including gender
appropriate activities, emotional expression, role models and the value of aesthetics
and competition. Referring to current research, this thesis compares dance in the
Key Stage Three curriculum to a non-curriculum street dance context, drawing upon
focus group responses of pupils from both settings. The interviews explore key areas
of interest, for example school subjects, definitions of masculinity and femininity,
representations of men and women in society, strengths and areas of improvement
within curriculum and non-curriculum dance, alongside a short task where
participants ordered pictures of male dancers and sportsmen from most masculine to
least masculine. The data provides viewpoints which support and oppose the
hypothesis that dance in the curriculum can have a negative impact on male
participation in dance. The results outline aspects of the curriculum which could be
added or altered in order to enhance male engagement in the activity, for example
the use of male dance teachers and the incorporation of street dance into the
curriculum.
Collections
Related items
Showing items related by title, author, subject and abstract.
-
Curriculum integration: the challenges for primary and secondary schools in developing a new curriculum in the expressive arts
Kneen, Judith; Breeze, Thomas; Davies-Barnes, Sian; John, Vivienne; Thayer, Emma (Wiley, 2020-02-14)Curriculum integration is a feature of many new curricula that have emerged in different countries since around the turn of the millennium. It focuses on removing the boundaries between traditional subject specialisms, to ... -
An investigation into the effectiveness of a thematic integrated curriculum on teaching and learning at Key Stage 2.
Winterbourne, Wendy (University of Wales Institute, Cardiff, 2006)This action research attempted to evaluate whether teaching a thematic based integrated curriculum at Key Stage 2 could reduce the perceived overcrowding of the curriculum and allow time for children to think about their ... -
A study of teachers' attitudes to the changes in the Physical Education Curriculum at Key Stage Three in Wales.
Roberts, Ben (2009)This study is concerned with Physical Education (PE) teacher's attitudes towards the revised PE National Curriculum of 2008 in Wales. The research was conducted by using academic resources such as books, journals and ...