Leila E.
Project #: (please use the project # that youve been using for this project throughout this
process)
1
Working version of project title (try to be creative while somewhat descriptive in your
project title)
Dance and Physical Education: A New Way to Enjoy Exercise
****Rationale: In 1-2 sentences, describe why you made the decision to pursue this project
and shelve the other one.
I feel that dance is not present enough in this society. As child obesity is becoming amore
common issue, dance could be a key to encouraging kids to exercise. Dance can be a great
way for kids to become healthier by moving, it can be used as a tool to increase
interaction between girls and boys, and it can be an outlet for emotional stress. The great
part about dance is that there is not just one kind, and every student can find the dance
style that fulfills their emotional needs and pushes their physical boundaries. The
problem is about access and resources. Since every student is required to take physical
education classes, why not reshape those classes and incorporate more dance into them?
How can I show the audience that dance does, can and will have an impact on their life in a
way that they are encouraged to become immersed or involved in the world of dance?
How can we reshape the way students are taught about exercising in a way that they are both
encouraged and enjoy exercise?
3.
State the secondary research questions you have (make sure these are fairly
comprehensive and extensive).
What is dance?
What kinds of styles of dance are there?
does the body feel better, stronger, or more confident when it does dance more so than
regular exercise?
4.
Description of what the final product will look like. (Be sure that you are very
thorough here. Take us through the entire process from now until the final product. If it
would be helpful to you, number the steps and proceed through them through and
including your final product. In short: you MUST describe the process here. This is
vital to the approval process on your research proposal.)
-
Wk
Week of
11/3/14
#
-
1 -
2 -
11/10/14
3 -
11/17/14
4 -
11/24/14 (Thank
sgiving week)
5 -
12/1/14
6 -
12/8/14
7 -
12/15/14
8 -
12/22/14
Dec break
- Finalize surveys,
12/29/14
Dec break
9 -
1 0
1/5/15
1
1
1/12/15
1 2
1/19/15
1 3
1/26/15
1 4
2/2/15
1 5
2/9/15
1 6 -
2/16/15
Feb break
1 7
2/23/15
1 8
3/2/15
1 9
3/9/15
2 0
3/16/15
2 1
3/23/15
23
3/30/15
5.
State how this research will advance the frontiers of knowledge and/or matter
and be significant in a meaningful way.
1. Encourage people to change any preconceived notions about dance
2. Possible show that exercising can be fun if it is done in different ways
3. Show that dance overall can have a positive impact on anyones life in multiple
different ways
6.
7.
State your a tentative plan to locate and review the literature related to your
project. This includes printed/published sources and online sources. [The research
strategy, part #1]
1. Find books that explain the basics of physicality between dance and regular gym
classes so that I can have a foundation in psychology and the specific terms within the
field Ill use WorldCat to find book availability and retrieve them in college
libraries, such as BU or Harvard
2. I will find articles in different databases; I have different friends attending different
universities who have given me access to their databases so I will find enhanced peerreviewed articles there
3. I may delve into books about dance if there are any on preconceived notions or the
effects it has on those who watch dance using google search to find books that relate
to the topics
8.
State a tentative plan for research and data collection. (Data collection can take
multiple forms--surveys, test groups, interviews, observations, etc etc. This will differ
from project to project. [The research strategy, part #2]
1. Gym classes from BLS: Students and teachers
1. Survey gym class with current physical education curriculum: What students like,
what they want to learn more of, do they feel like there is a gender bias in the types of
physical activity they do, reactions to possibly incorporating dance? Do they have
perceived notions of dance?
2. Conduct research: incorporating danceas physically demanding as regular gym
class? As fun? As challenging? Invigorating? Which would they want to do again? Do
they dance outside of school? Would they enjoy having more dance in gym classes?
2. Interview different people who dance: participants/teachers
1. different styles of dance: why do they do it?
2. is there a stigma or lack of understanding/appreciating of dance?
3. what would they want to address to the audience who do not believe dance is a
physical activity?
4. who does dance help? (interview a variety of people- down syndrome, little kids,
boys and girls city dance, bb professionals, Harvard dance students, bboy dancers,
chinese dance, yoga, ballroom)
3. Interview BLS Admin/physical education: how do they develop pe curriculum, when
did they develop that? Have they ever asked the student body what types of physical
activity they enjoy? Do students have a say in what types of physical activity they engage
in? what is their definition of physical activity?
9.
State a tentative plan for research and data analysis and interpretation. [The
research strategy, part #3]
I hope to see
1. equal signs of physical activity, tiredness
2. increased signs of enjoyment
3. more interaction
4. total class engagement
9.
List the tools you will need to complete this effort. Identify (with an asterisk *)
tools that might currently be unavailable to you
1.
2.
3.
4.
5.
6.
7.
Gym class
Students
Different dance teachers
videographer/camcorder
microphones for interview
research background (books, essays,)
movie editing software (aka IMOVIE)
10.
Budget: what materials do you anticipate needing for your project? Please
provide a list with quantities and an approximate cost per item, along a brief description
of why you need this for your project.
Do some research and find out the actual cost of the items you need. Be as specific as you
can. Please add cells/rows if you need them. These are the budgets we will use to
determine the allocation of funds, so take time to be thorough and specific about this.
item
(please be
specific-brand, if
relevant,
and item #
Books,
essays,
novels
TBD
$25+
Paying for
teachers
TBD
??
Various professionals
11.
Bibliography- early draft. This bibliography must include at least 5 books, 5
scholarly journal articles, 5 websites, and least one potential source who you might
interview. Use proper bibliographic citation (MLA or APA format; your choice). You
are welcome to use EasyBib or refer to the formatting template created by Purdue
University: https://owl.english.purdue.edu/owl/ Explain why you anticipate (at this
point) that these sources would be relevant.
Beving, Sue. Ballet Allies with Schools. The Washington Times 25 Sept. 1999. Print
Bloemendal, Jan, Eversmann, Peter and Strietman. Drama, performance, and Debate: Theatre
and public opinion in the Early Modern Period. Lieden,Brill, 2012. Print
Carney, D. R., A. J. C. Cuddy, and A. J. Yap. "Power Posing: Brief Nonverbal Displays Affect
Neuroendocrine Levels and Risk Tolerance." Psychological Science 21.10 (2010): 1363-368.
Web. 30 Oct. 2014. <http://www.ncbi.nlm.nih.gov/pubmed/20855902>.
Clarke, Mary and Crisp, Clement. Understanding Ballet. Harmony Books, 1976. Print.
Copeland, Roger, and Marshall, Cohen. What Is Dance? Readings in Theory and Critisim.
Oxford: Oxford UP, 1983. Print.
Cuddy, Amy J.C., Caroline A. Wilmuth, and Dana R. Carney. "The Benefit of Power Posing
Before a High-Stakes Social Evaluation." Harvard Business School Working Paper, No. 13027, September 2012.
David, Susan A, Ilona Boniwell, and Amanda C. Ayers. The Oxford Handbook of Happiness.
Oxford, U.K: Oxford University Press, 2013. Print.
Dunning, Jennifer. Seeking out Talent in Public Schools. New York Times 27 May 1991:
N13. Print.
Gilbert, Daniel Todd. Stumbling on Happiness. New York: A.A. Knopf, 2006. Print.
Hayden, Melissa. Dancer to Dancer: Advice for Todays Dancer. Anchor Press Doubleday,
1981. Print.
Knopfler, Vicki. "Demand for Dancing." Tribune Business News [Washington] 17 Dec. 2006:
1. Print.
Lourie, Suzanna K. "Economic Uncertainty, Decline of Fine Arts Could Threaten New York
City Ballet's Future with SPAC." The Saratogian : Serving the Saratoga Springs, N.Y. Region
(Saratogian.com). The Saratogian, 10 July 2011. Web. 20 Oct. 2014.
Mendius, Richard, and Rick Hanson. Buddha's Brain: The Practical Neuroscience of
Happiness, Love, and Wisdom. N.p.: Paw Prints, 2010. Print.
Pastorino, Ellen, and Susann Doyle-Portillo. What Is Psychology?: Essentials. 2nd ed.
Australia: Wadsworth Cengage, 2010. Print.
Perron, Wendy. Through the Eyes of A Dancer, Selected Writings. Wesleyan Univeristy Press,
2013. Print
Solway, Diane. "Dancing With the Audience: Dancing In Dialogue With the Audience."" New
York times 18 Dec. 1983: n. pag. Print.
"Top 4 Health Benefits of Dance." Dance - Dance Steps - Ballet - Jazz - Ballroom Dancing.
Dunning, Jennifer. Seeking out Talent in Public Schools. New York Times 27 May 1991:
N13. Print.
"Top 4 Health Benefits of Dance." Dance - Dance Steps - Ballet - Jazz - Ballroom Dancing.
N.p., n.d. Web. 20 Oct. 2014.
Macaulay, Alastair. "Master Builders of Ballet's Future." New York Times. N.p., 17 Feb. 2008.
Web. 20 Oct. 2014.
Lourie, Suzanna K. "Economic Uncertainty, Decline of Fine Arts Could Threaten New York
City Ballet's Future with SPAC." The Saratogian : Serving the Saratoga Springs, N.Y. Region
(Saratogian.com). The Saratogian, 10 July 2011. Web. 20 Oct. 2014.
Vranish, Jane. "Pittsburgh Public Schools Embrace Dance Program That Teaches Poise,
Camaraderie." Editorial. Pittsburg Post-Gazette 4 Jan. 2010: n. pag. Post-Gazette.com. Web.
20 Oct. 2014.
"Integration with Dance/Mathematics." North Carolina Public Schools. N.p., n.d. Web. 20
Oct. 2014.
Knowles, Patricia, Rona Sande, and Peggy Schwartz. "Dance Education in American Public
Schools (Open Library)." Welcome to Open Library! (Open Library). N.p., n.d. Web. 20 Oct.
2014.