Taxonomies of Learning Outcomes When Using Dance Notation: Cognitive, Affective, Conative, and Psychomotor

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: This article provides innovative learning taxonomies that extend Bloom’s taxonomies, and those of other educational theorists, to dance education outcomes, particularly regarding dance notation pedagogy. These dance notation-based learning taxonomies are intended to clarify specific learning outcomes and make particular functions of dance notation explicit and accessible. This article provides a brief history and working definition of dance notation-based dance literacy and how it can frame learning taxonomies (Cognitive Processes Domain, Knowledge Dimension, Affective Domain, Psychomotor Domain, and Conative Factors) found in other disciplines. The dance notation taxonomies presented here detail outcomes that can be gained when dance notation-based dance literacy is integrated into dance education curricula.

Additional Information

Dance: Current Selected Research 9
Language: English
Date: 2018
dance, dance education, dance notation, pedagogy learning taxonomies, Cognitive Process Domain, Knowledge Dimension, Affective Domain, Psychomotor Domain, Conative Factors

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