A model for dance education: Promoting personal voice and communal learning
Bibliographic record
Abstract
Abstract This paper encourages a reconsideration of the hierarchy of skills, knowledge and learning in dance. In dance the debate has been that teaching is somewhat inferior to the acts of performing and choreographing. Conversely, anyone can teach and that knowing our art form as a performer and/or choreographer prepares us for the implementation of curriculum and the politics of the teaching contexts. In particular, there has been much dispute about who should teach and how and what should be taught to children. In 1948 Rudolf Laban (1879–1958) presented educators with a revolutionary idea of ‘modern educational dance’, later termed ‘creative dance’. With the publication of his book, Modern Educational Dance, he offered a dance form that aimed to foster and promote children’s unconscious dance-like movements, preserve their spontaneity and foster artistic expression. He also offered a way of teaching, a pedagogy that supports a child-centred context for learning.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".