Teacher Training and Changing Professional Identity in Early Twentieth Century England

1995 ◽  
Vol 21 (2) ◽  
pp. 191-218 ◽  
Author(s):  
Philip Gardner
Keyword(s):  
Twentieth Century ◽  
Teacher Training ◽  
Professional Identity ◽  
Early Twentieth Century

Burrowes, Leslie (1908–1985)

2018 ◽  
Author(s):  
Larraine Nicholas
Keyword(s):  
Twentieth Century ◽  
Teacher Training ◽  
Modern Dance ◽  
Aesthetic Education ◽  
Original Dance ◽  
Dance Training ◽  
Early Twentieth Century ◽  
Teacher Training Colleges ◽  
British Teacher

Dancer, choreographer, and teacher Leslie Burrowes was the first British recipient of the full certification of Mary Wigman’s Dresden School, which licenced her to teach Wigman’s modern dance technique to amateurs and professionals. Before beginning her training with Wigman in 1930, Burrowes had studied and performed with Margaret Morris, whose "free dance" method belonged to the Hellenic and Duncanesque nonballetic dance techniques of early twentieth-century Britain. Burrowes rejected her original dance training in favor of Wigman’s expressionism, returning to London in 1931 to proselytize on its behalf and to serve as Wigman’s official British representative. Burrowes’ attempts to establish Wigman’s dance in Britain were largely unsuccessful, caught in the squeeze between the better-established ballet and Hellenic dance. However, she is an important figure in the development of modern dance in Britain, providing a thorough aesthetic education to some of the teachers and lecturers who, from the 1940s, were instrumental in establishing Laban-based modern dance in British teacher training colleges and schools.

Dance and/as Competition in the Privately Owned US Studio

2017 ◽  
Author(s):  
Susan Leigh Foster
Keyword(s):  
Twentieth Century ◽  
Teacher Training ◽  
New Markets ◽  
Early Twentieth Century ◽  
Globalized Economy ◽  
Studio Practices ◽  
Privately Owned

This chapter examines the role of dance competitions in contemporary private dance studio training, arguing that the focus on judging and winning has substantially altered the ways that dance is experienced by both performers and viewers. Comparing contemporary studio practices with those from the early twentieth century, the author considers how the business of teaching dance has opened up new demands for teacher training and for dances that can be taught and performed, and hence new markets for the circulation and distribution of dances. The chapter situates the contemporary focus on competition within the neoliberal globalized economy and speculates about how dancers as workers are commodifying feeling itself.

Up a Steep and Very Narrow Stairway

Ballet Class ◽  
2020 ◽  
pp. 95-128
Author(s):  
Melissa R. Klapper
Keyword(s):  
United States ◽  
Twentieth Century ◽  
Teacher Training ◽  
The United States ◽  
Dance Teacher ◽  
Business Skills ◽  
Early Twentieth Century ◽  
Teacher Organizations ◽  
Professional Dance

There is wide variety among dance studios in the United States, but ballet has been fundamental to most of them over the twentieth century. Ballet teachers come from a variety of backgrounds, including both professional dance careers and many kinds of teacher training. Good ballet teachers offer a progressive sequence and think about how to interact with students in the studio, whether they are teaching purely recreational or pre-professional classes. Good training can take place in less than ideal physical facilities, though the type of flooring is particularly important. Teachers should be knowledgeable about both ballet pedagogy and the business skills necessary to run dance studios. There is no one group overseeing the quality of ballet classes or the qualifications of teachers, though dance teacher organizations have tried to provide teacher training since the early twentieth century. Dance teacher organizations have also represented their members’ legal and professional interests.

The History of the History of American Education, 1900-1976: The Uses of the Past

1976 ◽  
Vol 46 (3) ◽  
pp. 298-330 ◽  
Author(s):  
Sol Cohen
Keyword(s):  
Twentieth Century ◽  
Teacher Training ◽  
Social Problems ◽  
Academic Discipline ◽  
History Of Education ◽  
American Education ◽  
The Past ◽  
Early Twentieth Century ◽  
History Of ◽  
To Come

Most recent histories of American education begin with an attack that enumerates the ways in which Ellwood P. Cubberley and other traditional historians of the early twentieth century stymied the development of the field. Indeed, these works suggest that the tradition of Cubberley and company was the only obstacle to good history of education until the pathbreaking contributions of Bernard Bailyn and Lawrence Cremin in the early 1960s. In this article, Sol Cohen argues that a rich and controversial chapter in the history of the history of education has been forgotten in the zeal to get on with the "new" history. He contends that historians need to come to terms with the struggles, primarily in the 1930s and 1940s, between those who would make the field purely "functional"—addressed to teacher training and to contemporary social problems—and those who would make it an academic discipline. After tracing the development and context of those struggles,Cohen concludes by noting certain dangerous continuities between the past and the present in the craft of history of education and cautions that progress can be made only by acknowledging and understanding that past.

Some Polish Composers of To-Day

Tempo ◽  
1948 ◽  
pp. 25-28
Author(s):  
Andrzej Panufnik
Keyword(s):  
Twentieth Century ◽  
Fertile Soil ◽  
Early Twentieth Century ◽  
Progressive Group ◽  
Karol Szymanowski

It is ten years since KAROL SZYMANOWSKI died at fifty-four. He was the most prominent representative of the “radical progressive” group of early twentieth century composers, which we call “Young Poland.” In their manysided and pioneering efforts they prepared the fertile soil on which Poland's present day's music thrives.

V1214: Edward Loughborough Keyes: An Early Twentieth Century Leader In Urology

2004 ◽  
Vol 171 (4S) ◽  
pp. 320-320
Author(s):  
Peter J. Stahl ◽  
E. Darracott Vaughan ◽  
Edward S. Belt ◽  
David A. Bloom ◽  
Ann Arbor
Keyword(s):  
Twentieth Century ◽  
Early Twentieth Century

New insights into the controversy surrounding marine biological laboratory (Marine Station) facilities in the Firth of Clyde in the early twentieth century

2015 ◽  
Vol 42 (1) ◽  
pp. 165-170
Author(s):  
P. G. Moore
Keyword(s):  
Twentieth Century ◽  
Early Years ◽  
Marine Biological Laboratory ◽  
Biological Station ◽  
Marine Biological ◽  
Biological Laboratory ◽  
Early Twentieth Century ◽  
Marine Station ◽  
Regius Professor ◽  
Adjacent Island

Three letters from the Sheina Marshall archive at the former University Marine Biological Station Millport (UMBSM) reveal the pivotal significance of Sheina Marshall's father, Dr John Nairn Marshall, behind the scheme planned by Glasgow University's Regius Professor of Zoology, John Graham Kerr. He proposed to build an alternative marine station facility on Cumbrae's adjacent island of Bute in the Firth of Clyde in the early years of the twentieth century to cater predominantly for marine researchers.

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