This Digest examines the rationale for dance in education, the status of dance education, and selected issues in dance education. As part of the partnership, schools in Missouri, Nebraska, and California have initiated dance components in their curriculums. Magnet schools, model programs, and collaborative efforts A number of magnet programs are located throughout the country. In several large cities, specialized high schools have been established to meet the needs of gifted dance students. The High School for the Performing Arts in New York City and the Duke Ellington High School for the Performing Arts in Washington, D.C. are schools which have provided exceptional training for many future performers.
Collaborations also exist between professional dance companies and public schools.
In states that have guidelines for dance education but no certification, classroom teachers, physical educators, and even music specialists may serve as dance teachers. No state requires a dance credential for dance educators working in private studios. Much of modern dance draws upon dances of other cultures, and through a study of folk dance, an appreciation of the similarities and distinctions of various cultures is also gained. Findings of such research could help build the case for the inclusion of dance, as well as the other arts, in education. Discovering the needs of K-6 dance education.