Running Head: 1A LITERATURE REVIEW

Assignment 1A: Literature Review

Sarah Shoemaker
National University
November 25, 2016
TED 690
Professor Clifton Johnson

Running Head: 1A LITERATURE REVIEW

Abstract
This paper presents a supporting reference for TPE Domain A in the form of a literature review.
The article Contemporary Approaches to Dance Pedagogy the Challenges of the 21st
Century, by Anu St and Ele Viskus, has been reviewed. The review includes support in
planning decisions for my Professional Development Quest Portfolio (PDQP).

Running Head: 1A LITERATURE REVIEW

In their article Contemporary Approaches to Dance Pedagogy the Challenges of the

21st Century, Anu St and Ele Viskus discuss the changes in dance pedagogy for the 21st
century, and the challenges that come with the implementation of these changes. Where
previously dance technique instruction was seen as merely direct teaching and memorization of
steps, dance pedagogy in the 21st century can and must go beyond that. St and Viskus use
related pedagogical literature as the backdrop for seven main themes of contemporary dance
pedagogy:
1.
2.
3.
4.
5.

Holistic model of dance teacher education

Self-regulation in learning
Somatic approach
Dance as an art form in relation to dance pedagogy
Forms of cooperation between different art forms, the role of new technology, and mass
media in dance education
6. Multicultural approach
7. Gender and sexuality
Incidentally, these themes align with California content standards, Common Core State
Standards (CCSS), and, most notably for this review, the California Teaching Performance
Expectations (TPEs). Thus, they provide support for the planning decisions for my Professional
Development Quest Portfolio (PDQP).
Themes 1, holistic model, and 3, somatic approach, both explicitly relate to Domain A of
the TPEs in that they deal with the pedagogical practices of dance education. In the holistic
model of dance education, the teacher has the perspective of seeing each student as a whole
person mind, body, and spirit (St and Viskus, 2014). Whereas the somatic approach is an
extension of this theme, in that it brings out the cognitive side of the physicality of dance (St
and Viskus, 2014, p. 293). My selection of a lesson plan as an artifact for Domain A that
describes many aspects of the students involved and addresses many learning modalities is
supported by these themes. In fact, St and Viskus themes 1 and 3 should provide the through

Running Head: 1A LITERATURE REVIEW

line for my PDQP. As they remark, present-day dance teachers have to be active in the
curriculum development process originating from the needs of the students (St and Viskus,
2014, p. 291).
St and Viskus themes 4 and 5 address Domains F and C of the TPEs, respectively.
Theme 4 focuses on professional development, and the need to bridge the artist-educator divide
(St and Viskus, 2014). Dance art must be perceived as a science that involves research and
analysis of the whole person, and development and synthesis, or creativity, of dance works (St
and Viskus, 2014). Furthermore theme 5, the role of technology and new media, can be seen as
support of the very practice of developing and maintaining a PDQP in the form of an e-portfolio.
Teachers should be open-minded and eager to connect the new means with their competencies
(St and Viskus, 2014, p. 296). I plan to include additional artifacts in my PDQP that focus on
research and multimedia integration.
The remaining themes outlined by St and Viskus address other Domains of the TPEs.
Theme 2, self-regulation and reflection, aligns with Domain B for assessment. St and Viskus
comment from one of their sources that concentration, focus, self-discipline, working hard to
achieve a goal, being your own teacher, being fully alive and present, problem solving, making
connections, seeing relationships, collaboration, are more important than and dance content we
teach (St & Viskus, 2014, p, 292, sic). Thus, these things should be included in assessment.
Themes 6, multicultural approach, and 7, gender and sexuality, align with Domains D and E for
learning about students and effective learning environment. This recognizes dance teaching as a
possibility to become safely aware od ones body, to reconcile and to develop it wisely without
unnecessary damage (St & Viskus, 2014, p. 297). These points will come into play in the
development of my PDQP in the coming weeks.

Running Head: 1A LITERATURE REVIEW

This article by St and Viskus has been extremely helpful in organizing my thoughts
and ideas for my PDQP. Their seven themes for dance pedagogy in the 21st century support
everything that I have studied in the content area standards, CCSS, and the TPEs. California is
only just developing a subject-specific credential for dance, and so through my course of study I
have had to develop my own interconnected pedagogy and curriculum that combines PE, dance,
and Common Core ideals. However, this article has put the things I have been trying to say over
the past months so succinctly, and even gives me room to grow. I will definitely be using this
article as a reference and support for my PDQP in the organization of my artifacts for Domain A
and beyond.

Running Head: 1A LITERATURE REVIEW

Reference
Commission on Teacher Credentialing. (2013). California teaching performance expectations
[PDF]. Retrieved from http://www.ctc.ca.gov/educator-prep/standards/adopted-TPES2013.pdf
St, A. & Viskus, E. (2014). Contemporary approaches to dance pedagogy the challenge of
the 21st century. Procedia Social and Behavioral Sciences, 112, 290-299. Retrieved
from http://www.sciencedirect.com/science/article/pii/S1877042814011847