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dc.contributor.supervisor Doolittle, Lisa
dc.contributor.author Makoloski, Corey
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2017-01-11T20:56:06Z
dc.date.available 2017-01-11T20:56:06Z
dc.date.issued 2016
dc.identifier.uri https://hdl.handle.net/10133/4757
dc.description.abstract It’s not ability that’s the limiting factor for an inclusive community - it’s opportunity. Through the project Limitless, I looked at pedagogical practices implemented during the creation of three dance pieces, which were recorded, edited, and distributed on social media. Through my project and its analysis and accompanying research I will examine ‘what pedagogical approach is best practice with inclusive dance?’ Through combining an overview of relevant literature with reflections on personal experiences in the project, I will examine the best practice teaching methods and the dancers most preferred learning models within inclusive dance. This document is meant to provide an insight into what are effective teaching and learning strategies in inclusive dance. Some refer to this project as advocacy art or therapeutic art and they wouldn’t be wrong, those are both bi-products of this project, however, they were not the focus. This was a study in dance and teaching.
dc.language.iso en_CA en_US
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education)
dc.subject community-based
dc.subject disability performance
dc.subject embodied learning
dc.subject inclusive dance
dc.subject inclusive pedagogy
dc.title Limitless : teaching and learning inclusive community dance creation and performance en_US
dc.type Thesis en_US
dc.publisher.faculty Education en_US
dc.degree.level Masters en_US
dc.proquest.subject 0378 en_US
dc.proquest.subject 0516 en_US
dc.proquest.subject 0529 en_US
dc.proquestyes Yes en_US
dc.embargo No en_US


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