Lecture: Motor Development: Advancing and Adapting Dance Training through the Lens of Dance Science (Donna Krasnow, Virginia Wilmerding)
Traditionally, the majority of young dancers study ballet, which gives a clear guide to teachers about the order and age of teaching material. A broader training palette is occurring in dance studios and schools, embracing additional dance forms from a variety of perspectives and styles. It is important to understand age-appropriate movement training and devise class plans and structures accordingly. The science of motor development provides an excellent tool for this purpose. Television programs highlighting dance, especially those with children, are encouraging the teaching of high-level skills to young dancers. We need to question (a) if this is the most effective way to train young dancers, and (b) if teaching advanced skills is healthy for young dancers physically, emotionally, and neurologically. The incorporation of principles of motor development adds credibility to dance education in demonstrating scientific underpinnings. Further, health practitioners can gain a better understanding of dance training for various age groups.
The purpose of this presentation is to examine the understanding of physical skills and maturation through various milestones, particularly related to dance. Motor development is the branch of motor behavior dealing with ongoing changes in motor function and ability throughout the stages of life. A discussion of postural control and balance will be followed by a description of changes in motor and cognitive skills in various age groups: 1-3 years, 4-6 years, 7-10 years, adolescent years, and young adults. Special attention is given to locomotor skills and age-appropriate instruction, as well as the value of improvisation and somatic awareness for dance training and healthy lifestyles for all children and young adults.
During these past challenging times, teachers have relied increasingly on alternative forms of instruction including distance learning and technology. While these methods have allowed ongoing contact with dance students, certain instructional strategies have been limited, such as hands-on correction and partnering students together. These circumstances make it increasingly important to understand and develop effective teaching methods that recognize and embrace motor milestones and individual differences. In this way, the ongoing development of dance training can be advanced by integrating and assimilating concepts of science, health, and well-being.
References
1. Haywood KM, Getchell N. Life Span Motor Development (5th ed.). Champaign, IL: Human Kinetics, 2009.
2. Krasnow DH, Wilmerding MV. Motor Learning and Control for Dance: Principles and Practices for Performers and Teachers. Champaign, IL: Human Kinetics, 2015.
3. Magill RA. Motor Learning and Control (9th ed.). New York: McGraw-Hill, 2011.
4. Rose DJ, Christina RW. A Multilevel Approach to the Study of Motor Control and Learning (2nd ed.). San Francisco: Benjamin Cummings, 2006.
5. Schmidt RA, Lee TD. Motor Control and Learning: A Behavioral Emphasis (5th ed.). Champaign, IL: Human Kinetics, 2011.
The purpose of this presentation is to examine the understanding of physical skills and maturation through various milestones, particularly related to dance. Motor development is the branch of motor behavior dealing with ongoing changes in motor function and ability throughout the stages of life. A discussion of postural control and balance will be followed by a description of changes in motor and cognitive skills in various age groups: 1-3 years, 4-6 years, 7-10 years, adolescent years, and young adults. Special attention is given to locomotor skills and age-appropriate instruction, as well as the value of improvisation and somatic awareness for dance training and healthy lifestyles for all children and young adults.
During these past challenging times, teachers have relied increasingly on alternative forms of instruction including distance learning and technology. While these methods have allowed ongoing contact with dance students, certain instructional strategies have been limited, such as hands-on correction and partnering students together. These circumstances make it increasingly important to understand and develop effective teaching methods that recognize and embrace motor milestones and individual differences. In this way, the ongoing development of dance training can be advanced by integrating and assimilating concepts of science, health, and well-being.
References
1. Haywood KM, Getchell N. Life Span Motor Development (5th ed.). Champaign, IL: Human Kinetics, 2009.
2. Krasnow DH, Wilmerding MV. Motor Learning and Control for Dance: Principles and Practices for Performers and Teachers. Champaign, IL: Human Kinetics, 2015.
3. Magill RA. Motor Learning and Control (9th ed.). New York: McGraw-Hill, 2011.
4. Rose DJ, Christina RW. A Multilevel Approach to the Study of Motor Control and Learning (2nd ed.). San Francisco: Benjamin Cummings, 2006.
5. Schmidt RA, Lee TD. Motor Control and Learning: A Behavioral Emphasis (5th ed.). Champaign, IL: Human Kinetics, 2011.
Donna Krasnow
Virginia Wilmerding
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Donna Krasnow, PhD, is Professor Emerita in the Department of Dance at York University in Toronto and founder of the Limón modern dance program Canadian Contemporary Dance Theatre. She specializes in dance science research, concentrating on dance kinesiology, injury prevention and care, conditioning for dancers, and motor learning and motor control, with a special emphasis on the young dancer. Donna has created a specialized conditioning system for dancers called C-I Training™ (conditioning with imagery), producing a C-I Training video series of the system. Her books include Conditioning with Imagery for Dancers with co-author Jordana Deveau (2010), Motor Learning and Control for Dance: Principles and Practices for Performers and Teachers with co-author Virginia Wilmerding (2015), Dancer Wellness with co-editor Virginia Wilmerding in collaboration with IADMS, the International Association for Dance Medicine & Science (2017), and Daniel Lewis: A Life in Choreography and the Art of Dance with co-author Daniel Lewis (2020). She has also published numerous articles in dance science and education journals, and she has written resource papers in collaboration with Virginia Wilmerding for IADMS and for Healthy Dancer Canada (HDC). Donna was the Conference Director for IADMS from 2004-2008, and she served on the Board of Directors. She was the Associate Editor for Dance for Medical Problems of Performing Artists from 2014-2016. Donna conducts workshops for dance faculty in alignment and healthy practices for dancers, including York University, Toronto; Victorian College of the Arts and VCA Secondary School, University of Melbourne, Australia; and Arts Umbrella, Vancouver, Canada. Her awards include: Distinguished Alumni Award, School of Music, University of Oregon (2015); National Dance Education Organization Outstanding Dance Researcher Award (2016); HDC Lifetime Achievement Award (2018), and IADMS Dance Educator Award (2020).
Mary Virginia ("Ginny") Wilmerding danced professionally in New York City in her early professional career, and is now a Research Professor at the University of New Mexico in Albuquerque, New Mexico, USA where she teaches for both the Exercise Science and Dance Programs. She teaches at the Public Academy for Performing Arts, a charter school for grades 6-12. Ginny is Past President of the International Association for Dance Medicine & Science (IADMS) and former Chief Executive Office (CEO) and Chair of the IADMS Annual Meeting Program Committee. Dr. Wilmerding served on the IADMS Board of Directors from 2001-2011. She has served on the Editorial Boards for Medical Problems of Performing Artists and the Journal of Dance Medicine & Science and has published original research in several journals. She has also co-authored Resource Papers for IADMS with Donna Krasnow, as well as co-authoring the Human Kinetics text book Motor Learning and Control for Dance: Principles and Practices for Performers and Teachers. Drs Wilmerding and Krasnow are editors for the IADMS organizational book Dancer Wellness. Research interests include body composition, training methodologies, injury incidence and prevention, pedagogical considerations in technique class, and the physiological requirements of various dance idioms. Ginny is also the Executive Director for the New Mexico Ballet Company.
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