A Novel Technic for High School Magazines

Inspired by ideas that Levi-Strauss (1955) presented in Tristes Tropiques, the author discusses music and early childhood in Brazil from educational, historical, anthropological, and sociological perspectives. She begins with a short history of early childhood education in Brazil, including changes in educational policies, teacher preparation, and recent statistics. Next, a brief history of music teaching and learning is followed by a discussion of Brazilian children's current musical practices. In this section, the author discusses teacher training, curriculum, religion, wealth, local culture, and the role of the media. The author concludes with suggestions for the development of both early childhood music education policy and practice in Brazil.     

Toward a More Progressive Art Education

From an administrative perspective, this article investigates equity issues in dance education, and current challenges and opportunities for leadership in postsecondary dance programs involved in teacher education and certification. Although dance education is varied in content and environment, much is shared in terms of common goals for gender equity, curricular equity, status of dance education, and diversity in the field. The author urges dance educators and administrators to actively emphasize and act on commonly shared goals, rather than focusing on differences that have historically served to separate the field. The article provides recommendations and strategies for advocacy and development focused on enduring values of dance education rooted in art making, creativity, experimentation, and the importance of artistic expression in education.     

Nations of The World to Sign Roerich Treaty to Protect Culture

This article synthesizes current dance education research that demonstrates connections between the culturally relevant pedagogy and student academic achievement, details why the arts are exponentially important and valuable to all communities, and provides practical solutions for the everyday teacher. Through a pointed focus on culturally relevant reading materials the research presented herein supports and advocates for educational policy designed to diversify arts curricula. Only when the diversity in our curricula reflects the diversity of our communities can our educational system affirm a multicultural world.     

Effect of a Multi-Dimensional Intervention Programme on the Motivation of Physical Education Students

This research study purports to verify the effect produced on the motivation of physical education students of a multi-dimensional programme in dance teaching sessions. This programme incorporates the application of teaching skills directed towards supporting the needs of autonomy, competence and relatedness. A quasi-experimental design was carried out with two natural groups of 4^th year Secondary Education students - control and experimental -, delivering 12 dance teaching sessions. A prior training programme was carried out with the teacher in the experimental group to support these needs. An initial and final measurement was taken in both groups and the results revealed that the students from the experimental group showed an increase of the perception of autonomy and, in general, of the level of self-determination towards the curricular content of corporal expression focused on dance in physical education. To this end, we highlight the programme''s usefulness in increasing the students'' motivation towards this content, which is so complicated for teachers of this area to develop.     

Doodle-Do Board

The field of dance arts education in the United States is in an entirely different place today than it was at the turn of the century. Much of this change is due to a convergence of events that involved: federal and state legislation, policy, and funding that supported dance in arts education; a forty-year transition of dance out of departments of physical education into the colleges of fine and performing arts; and the establishment of the National Dance Education Organization, which provided infrastructure (standards, assessments, research, certification, teacher training, professional development, and programs and services) that was needed to support dance taught as an art form. This infrastructure has become an integral component to building, nurturing, and sustaining strong arts-based programs over the years at local, state, or national levels.     

Mechanisms of dance orientation in the Asian honey beeApis florea L.

Summary Early studies of dance communication inApis florea had shown that waggle dances are not performed on a vertical plane and oriented to gravity, as in the other species ofApis, but instead take place on the flattened top of the exposed comb and are oriented to celestial cues directly. More recent experiments showed thatA. florea can dance in the absence of a view of the sun or blue sky, but did not establish what mechanism permitted this orientation. I now report that dances can be oriented directly to landmarks visible from the nest, the first evidence of an environmental feature other than celestial cues or gravity being involved in dance orientation. Landmarks near the nest are probably used to refer to celestial cues, in a fashion analogous to the use of broad features of the landscape by honeybees in order to learn the sun's course, which permits them to determine their flight angle on overcast days or at night, and to compensate accurately for solar movement.Apis florea may therefore be able to learn the sun's course with respect to two sets of landmarks.In other experiments I have examined the influence of slope onA. florea's dance orientation to visual references. In the first extensive observations of its dances on a vertical plane, I have amply confirmed that this species cannot transpose light and gravity in setting its dance angle, as the other species ofApis can. Nor do dancers orient so as to match visual information seen during the dance with that remembered from the flight. Patterns in the data when the same patch of sky was presented from different angles suggest instead thatA. florea continues to orient to projections of celestial cues onto the horizontal plane even when dancing on a steep slope. This compensation for slope may involve an ability to detect gravity and factor it out in aligning the dance to celestial cues.These insights suggest thatA. florea's dance orientation system has been adapted to requirements imposed by its nesting behavior, and has diverged sharply from the system shared by the other species ofApis.     

On Training Medical Teachers

Neither clinical competence nor research skill can any longer be regarded as sufficient qualification for the role of teacher in medicine. If he is to be judged well prepared, the contemporary medical educator should be not only sufficiently familiar with educational science to plan wise educational strategy but sufficiently skilled in the use of instructional techniques to select and use sound educational tactics. His preparation for this role should be a matter of plan rather than accident. The six-week program described here is intended to provide an introductory opportunity for such training.     

Does an increase in reward affect the precision of the encoding of directional information in the honeybee waggle dance?

Apis mellifera foragers perform waggle dances to communicate the presence of highly desirable nectar sources to their forager-mates. Each waggle dance consists of several waggle-runs (straight movements of the dancer closely aligned on the comb surface) that carry spatial information that the dance followers can use to locate the food source being advertised. To address how this complex motor display responds to unpredictable fluctuations in its main triggering stimulus, i.e., sucrose stimulation, we analyzed the effects of an increase in reward on the direction of consecutive waggle-runs as well as other components of the waggle dance. Results show that a sudden increase in reward may increase the directional scatter among consecutive waggle-runs, especially those performed at the beginning of the dance. However, a simultaneous and rapid increase in the duration of the signal—together with a more regular alignment of the later waggle-runs within the signal— seems to compensate the initial increase in directional scatter so that the transfer of directional information remains effective. These results point out that the regulation of dance maneuvers depends on the dancers motivation to forage.     

Perceptions…

Strong school-university partnerships yield effective music teachers. However, music teacher preparation curriculum has undergone little reform over the years, resulting in a homogeneous P–12 curriculum. Encouraging preservice music teachers to consider cultural and pedagogical differences holds promise for changing music teacher preparation and preservice music teachers’ views regarding content and contextually relevant practice. In this article, an international collaborative course is presented as one model to help preservice teachers confront previously held attitudes regarding music education, develop flexible cultural competency, and become more open to curricular innovation. Recommendations for policy that would enact an international partnership agenda for music teacher preparation to meet these aims are provided.     

Honey bee waggle dance communication increases diversity of pollen diets in intensively managed agricultural landscapes

The benefits of honey bee dance communication for colony performance in different resource environments are still not well understood. Here, we test the hypothesis that directional dance communication enables honey bee colonies to maintain a diverse pollen diet, especially in landscapes with low resource diversity. To test this hypothesis, we placed 24 Apis mellifera L. colonies with either intact or experimentally disrupted dance communication in eight agricultural landscapes that differed in the diversity of flowering plants and in the dominance of mass‐flowering crops. Pollen from incoming foragers was collected and identified via DNA metabarcoding. Disrupting dance communication affected the way the diversity of honey bee pollen diets was impacted by the dominance of mass‐flowering crops in available flower resources (p = .04). With increasing dominance of mass‐flowering crops in resource environments, foragers of colonies with intact communication foraged on an increasing proportion of available plant genera (p = .01). This was not the case for colonies with disrupted dance communication (p = .5). We conclude that the honey bee dance communication benefits pollen foraging on diverse plant resources and thereby contributes to high quality nutrition in environments with low‐resource diversity.     

Dance and early childhood cognition: The Isadora Effect

ABSTRACT

This article proposes the existence of an Isadora Effect: the propositions that motor development plays a primal role in brain development, and the first understanding of symbolic meaning among young children occurs from an understanding of movement and gesture. Anecdotal evidence for the past few decades has demonstrated that dance education and the early use of symbolic movement greatly enhance cognitive development in young children. The author presents (a) background and historical information about dance in early childhood in the United States; (b) research in which physical, emotional, and social development has served the backbone for rationalizing inclusion of dance in early education; (c) The Isadora Effect in early childhood dance education and its relationship to cognitive development, brain development, and intelligence; (d) the 21st Century Skills in relation to early childhood development and dance education; and (e) early childhood dance education and the National Core Arts Standards. The author makes three recommendations for improving the development of American youth relative to early childhood dance education: increased inclusion of creative movement and dance in early childhood curricula, scientific study by the pediatric and neurological communities to investigate effects of motor development and early symbolic movement on brain development and cognitive growth, and ways dance educators can communicate with policy makers about the kinds of support needed to make the first two recommendations a reality.     

Hearing in the Asian honeybeesApis dorsata andApis florea

Summary In the dance language of the western honeybee,Apis mellifera, airborne near field sound signals and a sense of hearing are used to communicate the locations of food sources. In the Asian honeybeeApis dorsata similar acoustical signals have been found recently, whereasApis florea does not emit dance sounds to transfer information about the location of food sources. The aim of the present study was to investigate the sense of hearing in these two species. Operant conditioning experiments reveal that both species are able to detect such near field sounds. The results support the hypothesis of acoustical communication inApis dorsata. The auditory sense ofApis florea, which does not use acoustical signals in the dance language, is discussed as a preadaptation for the evolution of an acoustical dance communication in ancestral honeybees.     

Inter‐individual variation in honey bee dance intensity correlates with expression of the foraging gene

Individual behavioural differences in responding to the same stimuli is an integral part of division of labour in eusocial insect colonies. Amongst honey bee nectar foragers, individuals strongly differ in their sucrose responsiveness, which correlates with strong differences in behavioural decisions. In this study, we explored whether the mechanisms underlying the regulation of foraging are linked to inter‐individual differences in the waggle dance activity of honey bee foragers. We first quantified the variation in dance activity amongst groups of foragers visiting an artificial feeder filled consecutively with different sucrose concentrations. We then determined, for these foragers, the sucrose responsiveness and the brain expression levels of three genes associated with food search and foraging; the foraging gene Amfor, octopamine receptor gene AmoctαR1 and insulin receptor AmInR‐2. As expected, foragers showed large inter‐individual differences in their dance activity, irrespective of the reward offered at the feeder. The sucrose responsiveness correlated positively with the intensity of the dance activity at the higher reward condition, with the more responsive foragers having a higher intensity of dancing. Out of the three genes tested, Amfor expression significantly correlated with dance activity, with more active dancers having lower expression levels. Our results show that dance and foraging behaviour in honey bees have similar mechanistic underpinnings and supports the hypothesis that the social communication behaviour of honey bees might have evolved by co‐opting behavioural modules involved in food search and foraging in solitary insects.     

The vibration dance behavior of queenless workers of the honey bee,Apis mellifera (Hymenoptera: Apidae)

The vibration dance was investigated in queenless (QL) colonies of honey bees. Workers performing the dance had significantly less-developed ovaries than recipients. Vibrators were more likely to be mauled by nestmates (an aggressive act) and were more strongly associated with foraging than were nonvibrating controls. Recipients responded to the dance by increasing the amount of time spent performing tasks. The vibration dance may therefore be associated with aggression in QL colonies and may give workers with less-developed ovaries a degree of control over the behavior of bees with greater ovarian development.     

The Significance of Odor Cues and Dance Language Information for the Food Search Behavior of Honeybees (Hymenoptera: Apidae)

Although several independent lines of evidence show that bees can make use of information provided by their dance language, there is an ongoing controversy about the significance of the dance information versus odor cues in the search behavior of recruited bees. A series of experiments was performed to assess the relative significance of dance information and odors for the site-specific search of recruit bees. In these experiments recruit bees were trapped automatically at arrays of artificial flowers at various distances from the hive. The distribution of directions in which the recruits searched for food was compared between recruitment by dancers performing well-oriented dances on the vertical side of the comb and dancers performing disoriented dances on a horizontal comb. The results show quantitatively that bees use both odor cues and the dance information. The greater the distance to the feeding site, the greater is the relative significance of the dance information.     

Implications of variation in worker body size for the honey bee recruitment system

Honey bee scouts seek food from flowers, return to the colony, and may perform a dance used to recruit dance followers to the flowers. Variation in body size of workers may result in the communication of misinformation because some information acquired by the scout and signaled to recruits is affected by body size. I tested two predictions of this hypothesis. (1) Recruitment communication takes place between bees of similar size despite the withincolony size distribution. (2) There is an inverse relationship between the size variation of foraging honey bees (Apis mellifera)and the rate at which nectar is returned to the colony. A positive relationship was found between the size of a dancer and that of its dance followers, which together comprise a dance group. There was less variation in size within dance groups than among groups. These two factors effectively lower the difference in size between signal sender and signal receiver and may enhance the flow of accurate size-dependent information. Also, an inverse relationship between size variation and rate of nectar intake was detected in each of six colonies using partial correlation analysis. This may be due to communication of misinformation when size variance is higher. The relationship was statistically significant in two colonies and the combined results were significant. The results of the first study suggest the generally weak relationships found in this second study.     

Dancing the Main jo'oh: Hma ‘Btsisi’ Celebrate Their Humanity and Religious Identity in a Malaysian World

Official government census takers tick the religion box titled ‘none’ when they fill out the forms for most Orang Asli. Yet at weddings and other festivities, the Hma' Btsisi', an indigenous Mon‐Khmer speaking people of Peninsular Malaysia, perform a religious dance and song cycle called the main jo'oh. Today, in Malaysia, the main jo'oh is a government centrepiece for Orang Asli culture. Btsisi' are frequently asked to perform the main jo'oh for the Malaysian public and for tourists. The main jo'oh is displayed as a curious, albeit beautiful and exotic performance by a heathen people who have ‘no’ religion. But this paper points out that the dance is far from being solely an exotic relic. I argue that the meanings embodied in the dance performance form the foundation of Btsisi' beliefs; in other words, their religion. I conclude by discussing the main jo'oh in the modern Btsisi' and national context. In particular, I demonstrate that the main jo'oh is a way for the Btsisi' to identify and distinguish themselves from other Orang Asli communities as well as from the majority Malay population.     

Geomagnetic Field Effect on Affective and Cognitive Competence in Preschool

The goal of our research was to study the effect of geomagnetic field (GMF) disturbances, in terms of K, K_p, A_k, A_p, and SK indices, on children's affective (emotional) and cognitive competence during different forms of organization of pretend play. We studied two forms of management of the playing process: 1) teacher‐directed frontal play with simultaneous involvement of all children in the classroom and 2) child‐directed play in various small groups. Twenty‐six observations were performed on 51 children in two mixed‐age classrooms. The mean age of the children was 4.6 years, with age span from 3 to 6 years. We found a significant increase in cognitive behavior during child‐directed play in groups compared with frontal, teacher‐directed management of the lesson. During child‐directed play children's behavior was negatively correlated with geomagnetic disturbance in both affective and cognitive domains (R = ? 0.47, p < 0.029, n = 21) as compared with teacher‐directed play where there was no significant interaction. We believe the dependence of the GMF effect on the type of the organization of the educational process is explained by the less‐stressful environment of the child‐directed playing conditions compared with teacher‐directed in which the directive role of the teacher can mask a possible GMF effect.     

Guatemala Conquers America

This article raises questions about the breadth and depth of content-area expertise in initial licensure programs for art teachers, K–12. An analysis of some of the promises made in the name of art education suggests that art teachers need a high level of expertise and deep understanding of art in order to deliver on these promises. To consider the odds of teacher preparation reflecting that depth, a study of art teacher preparation in the state of Maryland is used as an example of what may be the case in that state and may also reflect preparation elsewhere. Course requirements in the content area of art for all of Maryland's state-approved and nationally accredited programs for undergraduate and graduate certification are reported. The article concludes by posing ten questions to institutions of higher education, national accreditation agencies, and national leadership concerned with policy in art education.     

E-Vector orientation in bees

Summary If an insect is able to determine the direction of polarization in any point of the sky, this ability does not in itself guarantee that the insect can orientate unambiguously. Such would only be the case, if every point in the sky had its own exclusive direction of polarization. In thee-vector pattern of the sky, however, each direction of polarization is found at many different points. For compass orientation the insect has therefore to use some information on the geometry of thee-vector pattern in the sky. In general, eache-vector occurs twice at a given elevation (Fig. 1). The angular separation between the positions of identicale-vectors depends on the elevations of thee-vectors above the horizon and on the height of the sun. Except at sunrise and sunset, 180°.If a bee is trained to fly in a certain direction to a food source, the direction of its waggle dance on a horizontal comb points directly towards the goal (provided that the bee is able to view the sky). However, if the bee is only allowed to view a singlee-vector in the sky (or a single artificially adjustede-vector), it should perform ambiguous orientation. One expects the bee to prefer two dance directions separated by the proper angular distance . One of these two dance directions should point at the food source.The bees indeed dance in two directions. However, there are two unexpected results: (1) The angular distance between the two preferred directions invariably amounts to =180°. (2) One of the preferred directions points closely, but not exactly at the goal. What one can deduce from these single-e-vector tests is that the bee uses a rather generalized internal representation of thee-vector pattern in the sky. This paper describes the generale-vector characteristic applied by a dancing bee that only views a singlee-vector in the sky (diameter of the celestial patch or the artificially polarized light source 10°). This generale-vector characteristic of the bee (Fig. 9) more closely fits the meane-vector distribution near the zenith thane-vector distributions in other parts of the sky (Fig. 11).This article is dedicated to Prof. Dr. H. Autrum in honor of his seventieth birthdayThe research has been supported by Swiss National Science Foundation Grant 3.814.72, continued by Grant 3.529.75, and by the Academy of Science and Literature at Mainz. We would like to thank Dr. R. Schinz (Purdue University) for cooperation and fruitful discussions as well as Mrs. V. Güttinger, Mrs. A. Rossel-Jäckle, and Miss A. Blischke for technical assistance.