Stephanie L. Milling, Ph.D.


Curriculum and Instruction


College of Education


Curriculum and Pedagogy


This research proposes a model that represents a synthesis of various choreographic evaluation principles and education reform curricula. Considering key concepts within education reform and arts education, this model attempts to provide insight on how choreographic pedagogy could possibly enhance student motivation, the needs of students at risk of dropping out, the curricular goals of reformation, and how choreographic pedagogy meets these goals. Through qualitative research, points of connection have been made between curricula specifically designed for efforts of reformation and the choreographic evaluation process used in the dance classroom. Together, reformation practices such as the Nine Principles of Coalition Schools, Constructivism, and various modes of choreographic evaluation have been combined to create this synthesis. When analyzing the principles emphasized in each of these concepts, one can see the overlap of ideas in the delivery of content, instructional methods, and teacher and student roles. The delivery of content and student and teacher roles described in authentic and relevant assignments are the central ideas of the model, combining ideas from critical evaluation in the dance classroom and a dropout prevention curriculum. The potential use of this model is two-fold: education reformers may implement this into the curriculum as means to reach students at-risk of dropping out, and dance advocates may find it to be of use when promoting the benefits that dance education can offer students.