It can be argued that provision of pedagogy for adults is necessary because of the nature of contemporary society and humanity. Various key features in society have to be taken into consideration (rapid, social and cultural), resulting in the needs for students working with such knowledge to work towards a democratic society. Such concepts are to be compared and contrasted to find how methodology and diverse theorists can aid dance pedagogy. Dance can be defined by any pattern with a rhythmic element that creates movement in space and time. Author Rodger Copeland found that a broad definition of this sort refuses to ‘distinguish between human and non-human motion enables us to describe as ‘’dances’’ the movements of waves of the orbits of the heavenly bodies’ (Copeland, 1983). Dance education from a pedagogical perspective has altered significantly in …show more content…
Every higher mental function was external because it was social before it became an internal, strictly mental function; it was formally a social relation of two people. (Vygotsky, 1997). This lead onto the three main learning styles: auditory, visual and kinaesthetic All of which can be applied in the theories involved in dance pedagogy. Visual learners develop their learning through visual cues. Author David Kirk explains that ‘they may think in pictures and learn best from visual displays’ (Kirk, 1999) other aids may include body language; facial expressions, written information, charts and diagrams, illustrations within literature and videos, all offer support to this learning style. In the U.S, Warburton (2000) employed bodies to analyse the effects of notion-use on young dancers learning and development in dance. He claims that ‘notion-use in dance matters was highly associated with patterns of thought’ (Warburton, 2000). This significantly improves the dancers knowledge crucially leading to an increase in mental capacity for creative