Pedagogy of notation: Learning styles using a constructivist, second-language acquisition approach to dance notation pedagogy

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Teresa Heiland, Professor of Dance Education (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Four undergraduate dance majors learned Motif Notation and Labanotation using a second-language acquisition, playful, constructivist approach to learning notation literacy in order to learn and dance the Parsons Etude. Qualitative outcomes were gathered from student journals and pre- and post-tests that assessed for levels of improved language fluency. A Kolb Learning Styles Inventory 4.0 was completed by the students and was also conducted on the teaching-learning activities to determine if affinities existed between activities and Learning Style preferences. Results were compared to level of engagement and contentment among students to determine whether preferred Learning Style is an indicator of learning engagement among dance students who study notation.

Additional Information

Journal of Dance Education 15(1)
Language: English
Date: 2015
dance, dance education, motif notation, labanotation, Parsons Etude, Kolb Learning Styles

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