Theoretical conceptions of human movement and their implication for dance instruction in selected Kenyan primary schools
The purpose of this study was to analyse the implication of selected theoretical conceptions on the content of dance programmes and the methods of dance instruction in Kenya primary schools. Specifically, the study sought to: (i) Discuss theories of humanistic approach, and child development, as they relate to human movement and the implications of the theories for syllabus content, and instructional methods for dance in Kenyan primary school. (ii) Determine to what extent the selected theoretical conceptions are related to current practices in the implementation of dance programmes in the Primary Schools. (iii) Discuss the implications of the findings and suggest strategies for improvement, where necessary. The study was conducted in 40 (forty) primary schools selected from Nairobi and Nyanza provinces. simple random sampling technique was used to select the schools and respondents who participated in the study. Methods used for data collection included questionnaires, interviews and observation. The data were analysed using frequencies, percentages and tabular representation. The study revealed that in Kenyan primary schools, learners are not given adequate. opportunities to express themselves through movement. The other finding was that there is a substantial discrepancy between the specified theoretical conceptions and what is actually practised, in relation to the implementation of dance programmes in Kenyan primary schools. the implications of the findings are discussed and recommendations for possible action offered.