Abstract
This chapter addresses the need to consider ethical issues, not just practical ones, in thinking about standards and assessment in primary and secondary dance education. The author asks what’s worth assessing and how assessment might facilitate learning and empower students and teachers, rather than judging and ranking them. Suggesting a number of dance standards that support significant life skills, the author compares her proposal to that from a consortium of business and educational leaders identifying skills needed by twenty-first century graduates, then excavates and critiques underlying values in both.
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Notes
- 1.
Although not cited on the P21 site, one of UNESCO’s themes is Education for the Twenty-first Century (see http://en.unesco.org/themes/education-21st-century).
- 2.
The term “3Rs” is commonly used in the US to refer to Reading, wRiting, and aRithmetic.
- 3.
As of October 2013, 38 of 50 states in the USA require that teacher evaluations be based on student achievement (Lu 2013).
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Stinson, S.W. (2016). Rethinking Standards and Assessment in Dance Education (2015). In: Embodied Curriculum Theory and Research in Arts Education. Landscapes: the Arts, Aesthetics, and Education, vol 17. Springer, Cham. https://doi.org/10.1007/978-3-319-20786-5_11
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DOI: https://doi.org/10.1007/978-3-319-20786-5_11
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