The use of music or percussion instruments in the teaching of ninth grade modern jazz dance

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Correll Demeter Loundermon (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Pearl Berlin

Abstract: The study was concerned with the nature and effectiveness of the rhythmic accompaniment in teaching Beginning Modern Jazz Dance. The experiment sought to identify and describe differences between pre and post instructional performance of selected classes. Answers were sought to the following questions: (a) How do students compare in their pre and post instructional performance considering their learning featured percussion instruments or unfamiliar music or familiar music for accompaniment? (b) Are differences in pre and post instructional performance merely attributable to chance or may they be associated with the type of accompaniment experienced? (c) How are (l) grace (2) co-ordination and balance (3) composition evaluated by judges before and after instruction? The subjects were sixty-three (63) ninth grade girls at O. Trent Banner Junior High School, Danville, Virginia, organized in three groups according to physical education classes. Constants in the experiment were: warm-ups, presentation of new fundamental, review of previous fundamentals, group work on the dance. The accompaniment was the experimental variable applied during ten (10) instructional classes. Also, the teacher was the same for all three groups. Pre-instructional and post-instructional performance were recorded on video-tape and judged by three dance authorities who rated subjects numerically on a five point scale using predetermined criteria.

Additional Information

Language: English
Date: 1976

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