My personal teaching philosophy falls somewhere between the ideals of Reconstructionism, Humanism, and Progressivism. Overall, I believe that the purpose of education is to become a well-rounded individual who can think critically, be an engaged member of society, and have an understanding of others’ and their beliefs. I believe arts education, especially dance, can help in achieving all of these goals.
We should teach in a way that is student-centered. bell hooks, a progressive educator, believes that the classroom should be a place of engaged learning (Burke). The classroom is a laboratory to try new things. Classes should not just be lectures, quizzes, and note taking- although those can also be a valuable asset in learning. They should require students to “do” what they have learned. People generally remember 90 percent of what they do (Daniels). Research from every branch of learning science all concurs that learners must act on information in order to understand, remember, and use it (Daniels). Classes, especially dance, should have an open and engaged environment. First, the material is taught in an engaging way that allows students to connect it to their world, then it is applied it to the students' personal lives. Teachers should always be looking for ways to help their students apply their knowledge to create, change, and enlighten their society. I attend Utah Valley University, where the major focus of their education is on “Engaged Learning”. UVU’s website states, “Engaged learning is much more than interesting content. It provides students with hands-on experiences with what they're studying. It provides real-world context and applications for classroom knowledge,” (“Engaged Learning”). I have learned just as much in these engaged learning activities as I have in a classroom. I would like to continue this pattern with my future students. Teachers can help students develop this Engaged Learning model and mindset far before they ever enter the college classroom or a career. This engagement is based on questions the students have, or what we notice the students need to learn. It is not based on what the lesson plan says, or a time frame that has been established beforehand. It is solely based on student needs. This is essential in dance because it is common to have several students on different levels in the same class. We should be hyper-aware of students that may be struggling or students that exceed expectations, and help them by adjusting our lesson and being flexible. Art education compliments Progressivism well.
I also believe that it is our responsibility as teachers to help our students understand events happening in the world, and how to react to these events. This can be done in our classrooms. The philosophy of Reconstructionism focuses on controversial issues and diversity to provide a vision for a better world and social change (Cohen). Dance is a great medium for social change and understanding controversial issues in that movement can so clearly express personal opinions and beliefs, and it can be easily shared with others. This invites others to contemplate what they believe and accept or challenge the views of the artist/student. Students should be encouraged to create works based on their beliefs and values, but they should also learn and appreciate the value of others’ viewpoints, opinions, and backgrounds. Students should especially appreciate and value different cultures. Dance classes should not only focus on Modern and Ballet, which are very Eurocentric dance styles but explore other dances from several different cultures and peoples. “The best way to understand and appreciate another culture is to study, discover and experience its people and the role that the arts play in society,” (Caulker). “Understanding History, Culture, and Context” is one of the educational dance cornerstones as described by Brenda Pugh McCutchen in Teaching Dance as Art in Education. The classroom should include lessons about the different kinds of African dance, Capoeira, the origins of hip-hop, Salsa, Cha Cha, Flamenco, etc. Students should have an appreciation of all cultures and dance forms. It broadens their perspectives and helps them understand the significance of dance in every society. Students and teachers must also be respectful of these different cultures.
I believe students should have the freedom to express their emotions, beliefs, and choices freely in the classroom. Humanism emphasizes the importance of personal freedom in students, but also responsibility. Students control their own destiny, which incorporates freedom. But they must also be responsible for their actions and learn to express themselves respectively. Art requires freedom, so allowing that in the dance classroom will help students be more creative and open-minded. They also have the freedom to interact with others. Freedom and creativity should be highly encouraged in the classroom.
Overall, teachers should make classrooms student-centered. They should put the students’ needs first and always be willing to support them. Teachers should allow students to be engaged learners, and give them multiple opportunities to apply what they have learned. Lastly, students should learn about and be respectful of others and their opinions, backgrounds, and beliefs. This is what will make a successful classroom.
Works Cited
Burke, Barry. “Bell Hooks on Education.” Infed.org, 7 July 2014, infed.org/mobi/bell-hooks-on-education/.
Caulker, Ferne Yangyeitie. “African Dance: Divine Motion.” Nadel and Strauss 2003, p. 13
Cohen, LeoNora M. “Philosophy and Education Continuum Chart.” Interpersonal Relationship Communication Theories, 1999, oregonstate.edu/instruct/ed416/chart3.html.
“Engaged Learning.” History of UVU | Visitors | Utah Valley University, www.uvu.edu/crfs/programs/engaged-learning.html.
McCutchen, Brenda Pugh. “Teaching Dance as Art in Education.” Human Kinetics, 2006