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Shaping Future Directions for Breakdance Teaching.

Ming Tao Wei1, Zhi Yang2, Yu Jie Bai2

  • 1Teachers College, Changshu Institute of Technology, Suzhou, China.

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|July 22, 2022
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Summary
This summary is machine-generated.

This study explores formative assessment in breakdance education, highlighting its positive impact on student learning and teaching methods. It offers a framework for assessing breakdance skills in educational settings.

Keywords:
Olympicsbreakdanceformative assessmenthip-hop culturerubric/graded scoring key

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Area of Science:

  • Dance Education
  • Sports Pedagogy
  • Assessment in the Arts

Background:

  • Breakdancing's inclusion in the 2024 Paris Olympics has spurred international research on its teaching.
  • Limited research exists on the impact of formal formative assessment in breakdance.
  • This study addresses the gap by examining formative assessment's role in breakdance pedagogy.

Purpose of the Study:

  • To identify the positive impact of formative assessment on breakdance student learning.
  • To design a formal formative assessment task for breakdance.
  • To establish a methodological framework for assessing breakdance skills in educational contexts.

Main Methods:

  • Literature review on formative assessment in dance education.
  • Development of a formal formative assessment task for breakdance.
  • Analysis of the impact of formative assessment on teaching and learning.

Main Results:

  • Formative assessment positively impacts dance education and student learning.
  • A general methodological framework for breakdance assessment was developed.
  • The study provides insights into effective breakdance teaching strategies.

Conclusions:

  • Formal formative assessment can enhance breakdance teaching quality and student outcomes.
  • The proposed framework supports the assessment of breakdance abilities in educational settings.
  • Further research is needed to refine breakdance assessment methods.