Shaping Future Directions for Breakdance Teaching

Ming Tao Wei; Zhi Yang; Yu Jie Bai; Ning Yu; Chun Xia Wang; Nan Wang; Yan Shuo Cui

doi:10.3389/fpsyg.2022.952124

Shaping Future Directions for Breakdance Teaching

Front Psychol. 2022 Jul 5:13:952124. doi: 10.3389/fpsyg.2022.952124. eCollection 2022.

Authors

Ming Tao Wei¹, Zhi Yang², Yu Jie Bai², Ning Yu³, Chun Xia Wang³, Nan Wang³, Yan Shuo Cui⁴

Affiliations

¹ Teachers College, Changshu Institute of Technology, Suzhou, China.
² Melbourne Graduate School of Education, The University of Melbourne, Melbourne, VIC, Australia.
³ Faculty of Education, Shaanxi Normal University, Xi'an, China.
⁴ Department of Dance, Xi'an Conservatory of Music, Xi'an, China.

Abstract

This article reports on the evolution of breakdance. Given the inclusion of breakdancing in the 2024 Olympic Games in Paris, France, scholars have generated substantial international research related to breakdance teaching in recent years. However, few researchers have focused on the impact of formal formative assessment on breakdance teachers' teaching and students' learning. We wish to contribute to the quality of breakdance teaching and learning by identifying the positive impact of recent research on formative assessment on student learning and designing a formal formative assessment task related to breakdance. This article lays out a framework of formal formative assessment tasks and identifies the positive impact of formative assessment on dance education. Although our work is far from perfect, it does provide a general methodological framework for assessing breakdance students' abilities in formal educational settings.

Keywords: Olympics; breakdance; formative assessment; hip-hop culture; rubric/graded scoring key.

Publication types

Review