Trim: 8¾ x 11¾
978-1-57886-784-4 • Hardback • February 2008 • $150.00 • (£115.00)
978-1-57886-785-1 • Paperback • February 2008 • $57.00 • (£44.00)
Sandra Minton, former dance coordinator at the University of Northern Colorado, is now a dance teacher in the Littleton, Colorado Public Schools
Chapter 1 Connecting Movement, Dance and Academics
Chapter 2 Introducing the Learning Tools
Chapter 3 Transforming Concepts and Ideas Into Movement
Chapter 4 Teaching Through Dance-Making
Chapter 5 Learning to Connect Dance-Making and Thinking
Chapter 6 Creating Movement-Based Lessons
Chapter 7 The Mind-Body Connection and Literacy
Watching the students "read" their books through movement was fascinating. By incorporating the entire body and mind, the kids seemed able to engage in the content of the books they were reading in a way that touched them deeply. Reading and learning became active and alive for them.
— Judy Anderson, founder and artistic director PlatteForum
With the continuing need to keep our students inspired and connected to the academic classroom, tools such as Ms. Minton's provide dance educators like myself with the opportunity to reach all students from the gifted and talented to those with special needs, reinforcing academic concepts through kinesthetic means.
— Fayla J. Curry, M.Ed., Klein ISD in Spring, Texas; high school dance educator at Sam Houston State University in Huntsville, Texas; dance pedagogy lect
Ms. Minton brings an array of integrated curriculum elements from math and language arts into her dance classes. From this she builds richness to her lessons with props, music, and creative movement.
— Gayla Ruckhaus, arts program coordinator and visual arts teacher Centennial Academy of Fine Arts, Littleton, Colorado
Through my extended studies in dance education with Dr. Sandra Minton, I have developed a deeper understanding of dance and movement as it relates to the academic K-8 curriculum. Her application of contemporary educational theories and their link to teaching academic concepts through movement are clearly outlined and presented in an accessible manner - creating a jumping off point in which to develop your own individual movement explorations. In both my undergraduate and graduate dance pedagogy courses, I recommend Dr. Minton's books and workshops to my students in dance education as a valuable tool as they begin their creative careers in classroom.
— Jeanne Fornarola, University at Buffalo, Department of Theater and Dance assistant clinical professor
Dr. Minton's book has helped in teaching my IB Dance students not only choreographic concepts and form, but how these concepts can be linked to other academic areas. Her instruction is specific and easy to follow; any teacher can utilize this information. Her concepts are attainable to any student at any level. From the non-dancer to the advanced choreographer, these exercises can be used in the academic classroom as well as in the creative process.
— Judi Hofmeister, Douglas County High School, Castle Rock, Colorado dance and theatre teacher and international baccalaureate dance programme dire
I have participated in several of Minton's workshops and am very pleased that there is now a book that includes her many examples of teaching academic concepts using creative movement. This book should be invaluable in meeting the needs of students with a variety of learning styles while also providing hands-on experiences, creativity and physical activity.Great examples for a partnership between the classroom teacher and the physical educator and a process for further collaboration.
— Dr. Cynthia Herndon, Ph.D., professor at University of Northern Iowa
Educators throughout the world attempt to put into practice the work of Howard Gardner. Sandra Minton's work with movement and academics is just the tool teachers need to put his theory into daily practice in the classroom. Sandra was a presenter at our Day Of The Arts For Teachers, and she was inspiring!
— Gary Holder, curator of education Sangre de Cristo Arts and Conference Center Pueblo, Colorado
After taking Sandra's class, I decided to incorporate movement as a means to teach the math concepts positive and negative numbers. To do this, I had the students become a kind of moving pointer on an enlarged number line laid out on the floor. When they finished their steps, the students found themselves at the position of the answer and the looks of confusion and uncertainty were being replaced by the bright eye look, and comments that communicated, "I've got it now!"
— Brian Overholser, 4th Grade Teacher, Eagleview Elementary School, Adams 12 Schools, Thornton, CO.
"I appreciated this experience because . . . [it] helped me think more constructively about what I already do so that I can do it even better."
— Kate Kuper, teaching artist & Visiting Lecturer, Dance Department, University of Illinois, Champaign & Kennedy Center workshop leader
This well-organized book provides an in-depth approach for both beginning and veteran teachers....A compact guide for creating secondary-level, movement-based academic lessons.
— Dance Teacher, May 2009