Theoretical conceptions of human movement and their implication for dance instruction in selected Kenyan primary schools
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Date
1997
Authors
Digolo, B.A.
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
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.
Description
A paper presented at the Africa Association for Health, Physical Education, Recreation, Sport and dance 3rd Scientific Congress held on 11th - 15th September, 1997 in Nairobi, Kenya
Keywords
Human movement, Primary schools