Term
Spring 2023
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Kelly Killorn
Content Expert
Jane Hawley
Abstract
This capstone inquires, how can the Minnesota K-12 Dance Standards (revised 2018) lay a practical framework for dance educators to create equitable and inclusive assessments for student success? A dance teacher addresses the need to expand how standards and success are defined in educational dance, noting circumstances where students of dance outside the dominant culture in the United States experience fewer feelings of inclusion and success when dance standards, curriculum, and assessment do not encompass what success looks like for them given their historical and cultural identities, hindering student ability to become self-actualized and wholistically educated artists. Through a review of literature in the areas of general education pedagogy, culturally relevant pedagogy, and dance pedagogy, this capstone applies Historically Responsive Literacy, Culturally Relevant Teaching, and Universal Learning Design, to propose a resource that teachers working in diverse dance settings can utilize to facilitate equitable and inclusive assessments for success.
Project Type
Assessment Resource
Keywords
Achievement, Art Education, Assessment, Grades/ Student Performance, Dance
Recommended Citation
Owens, Christie, "Equitable and Inclusive Dance Assessment Resources" (2023). School of Education and Leadership Student Capstone Projects. 903.
https://digitalcommons.hamline.edu/hse_cp/903
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University