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Introduction to Movement and Dance in Ages 3 to 14.
Basic Spanish - English Bibliography
Compliled by Rocio C. Barraza Rivacoba.
Note: This bibliography was compiled for my friends of the Dance Teachers Mailing List, organized by Jane Donovan, in the hope that it is of some use to them. Most books may be found in both languages. When possible, I have included the Title in both languages. Methodology, technique and other topics pertaining to ballet or other dance forms are not included.This is not by far a complete bibliography, only the titles in my personal library that have been of some use and/or insight in my own practice as Teacher of Dance.
Dance for Children and Basic Readings for Teachers.
- Acha, Juan. Introducción a la Creatividad Artística, Editorial Trillas, México, 1992. ISBN.968-24-4433-0
This book presents a theory for Artistic Creativity, going into the topics of Vocation, professional learning of the arts, adaptation to the professional reality of the artist, the creative process, and the execution of the work of art. The theory of the creative process is the one that I personally have adopted. A must read for dance teachers.
- Andrews, Gladys, ed., Children's Dance, The American Alliance for Health, Physical Education, Recreation and Dance, USA, 1981.
From the beginning the book compares the fact that physical education seeks the physical development of the child through sound techniques of body movement as well as the social-emotional and cognitive development, while dance seeks the same development through techniques of body movement for the creative communication and expression of self, it continues with different topics of concern for the dance teacher of young children and teens. Some of the topics include: Guidelines for Children's Dance, implications and examples; Responding actively to the world around us; Discovering Dance; A Concept of Time; An Approach to Dance with Boys. These are just a sample of the wealth of ideas in the book. I particularly recommend all the section about boys and dance. Very good reading.
- Blom, Lynne, Chaplin, Tarin, The Intimate Act of Choreography, University of Pittsburgh Press, USA, 1982. ISBN: 0-8229-5342-0
One of the most useful and insightful books written about dance composition, in my opinion. The authors have organized the knowledge of the elements of dance and presented them through clear descriptions of possible exercises for teaching them to any age group and to any level of dance students. The authors have provided an extensive analysis of the characteristics of Space, time, energy, and then move into form, style, abstraction, compositional structures and choreographic devices. Their ideas for dance composition may be applied to any form of dance. This book is certainly a basic reading for any dance teacher.
- Blom, Lynne, Chaplin, Tarin, The Movement of Movement: Dance Improvisation, University of Pittsburgh Press, USA, 1988. ISBN: 0-8229-5405-2
A sequel to their first book, this volume provides the pedagogic fundamentals for teaching creative dance or dance composition /choreography. They have exhausted all aspects that may appear in classroom situations, and provide suggestions both for the beginner and the more experienced teacher. Many of their suggestions may be applied to the teaching of other forms of dance. A great source for any dance teacher.
- Bryant, V., Mills, J., Nirschl,E., A Guide to Curriculum Planning in Dance, Wisconsin Depart. of Public Instruction, Bulletin No. 8460, 1988.
This guide presents the basic stages of curriculum development for dance, serving as an excellent approach for other subjects. From establishing a philosophy for the curriculum, working the Conceptual Framework, writing the different parts of the curriculum, and implementing it. It provides a good section on resources for films, videotapes, recordings, publications, organizations, supplies and services, and the Wisconsin Teacher Preparation Standards. Excellent!
- Cerny, Sandra, Choreography, A Basic Approach Using Improvisation, Human Kinetics, USA, 1986. ISBN: 0-87322-071-4
The author presents her ideas where movement is viewed as a medium for artistic expression. It offers suggestions to deal with the more difficult aspects of creative work, for enhancing receptivity to imagery, and provides ample explanations and examples. The ideas may be used for ballet, modern, jazz, tap, and even for those working with aerobics classes, drill teams and cheerleading squads. Much of the ideas provided may be adapted to different age groups.
- Durán, Lin, Manual del Coreógrafo, Cenidi-Danza José Limón, Mexico, 1993. ISBN: 968-29-4983-1
This manual is the result of extensive research done by the author about the creation of dance in beginner, intermediate and advanced levels, as well as professionals. It talks about the aesthetic experience, the choreographic structure, games and dance education, suggestions for the creative process in the class, and activities for the dancer who begins creating pieces. This last chapter is interesting as it discusses Credibility: sensorial memory, situation, introspection, etc.; Research: conscience of what we are, explorations, weight and gravity; Office: resistance, corporal language and shaping, musical relations, time, scenic center of attention, contrast, conflict, form-content, structural tension; and Character of the unit: humor, erotism. This is one of the few sources that talk about the credibility as indispensable for artistic projection and communication.
- Ellfeldt, Lois. A Primer for Choreographers, Mayfield Publishing Co., USA, 1971. ISBN: 0-87484-192-5
An excellent resource for beginners in the art of choreography. It provides basic guidelines for creating dance, with many explanations about the use of energy, time, space, ideas for improvisation and explorations, movement sources , form, meaning, naming the pieces, use of music, voice and silence, and evaluation of the works.
- Hayes, Elizabeth, Dance Composition & Production, Dance Horizons, USA, 1993. ISBN: 0-87127-188-5
Presenting her philosophy of art and the teaching of dance composition, the author discusses the role of the dance teacher, the teacher as a dance critic, and aesthetic principles. Some of the topics for the dance studies are: movement technique, use of space, elements of rythm, sensory and ideational stimuli, dance as art expression, structural approach to dance composition; she talks about the preparation of a dance production, music, costumes and even construction of the costumes, and lighting. There is a special section dedicated to ballet, Jazz, ethnic, and musical theatre. A very updated source for any dance teacher.
- Heinelt, Gottfried. Maestros Creativos, Alumnos Creativos, Editorial Kapelusz, Argentina, 1979.
This book discusses the research done around the concept of creativity, creativity during childhood and adolescence, E.P. Torrance Creativity Tests and traits of the creative personality. Goes into inhibiting factors of creativity within schools, and presents a methodology and praxis for the creative student and teacher development.
- Laban, Rudolf, Danza Educativa Moderna (edición corregida y ampliada por Lisa Ullmann), Editorial Paidos, México, 1989. (in English: Modern Educational Dance, ed. By Macdonald &Evans, 1975). ISBN: 968-853-122-7
Laban needs no introduction; in this volume he discusses dance according to age groups; and proceeds to present his 16 basic movement themes such as themes related to body consciousness, weight and time, space, flow of corporal weight in space and time, adaptation to others, instrumental use of parts of the body, isolated actions, occupational rythms, etc. Then he talks extensively about the rudiments of a free technique for dance: the value of Effort (8 basic effort actions), Rythms of Effort, and combinations. Also, disscusses how to observe movement. Ullmann adds a chapter discussing the objectives of dance in education, and among other things, the fundamental conditions that influence corporal movement, technique, style, rhythm, space dynamics, forms. All Laban’s books should be read by any dance teacher.
- Laban, R., Ullmann, L., The Mastery of Movement, 3rd. ed., Macdonalds & Evans, Ltd., London, 1971. ISBN: 0-8238-0123-3
The first edition of this book was published in 1950. After several reprints and additions, this book becomes another basic reading for any dance teacher. It expands on the concepts of the body, space, time, weight, flow, effort, and gives examples of movement sequences, scenes, mime-dialogues, and more. A must for every basic Dance Library.
- LaPierre, A., and Aucouturier, B. Simbología del Movimiento: Psicomotricidad y Educación, Editorial Científico-Médica, Barcelona, 1984. ISBN: 84-224-0686-1
The authors present the concretition of their methodology for a pedagogy of movement, based upon the concepts of Freud, Wallon, Piaget, Rogers, Laing, Lacan, Decroly, Neil, Illitch, among others. Criticizing other authors presented in this bibliography, they propose a different approach to the teaching of expressive and creative movement in such a way that communication is the the main goal. They propose different movement motivations that allow the children to ‘live’ space, sound, object and of course, their own expressive bodies. It touches on agression, creation and freedom of expression, socialization and abstract expression. Very interesting concepts.
- Lavender, Larry, Dancers Talking Dance, Human Kinetics, USA, 1996. ISBN: 0-87322-667-4
Utilizing the idea of ORDER, the author exposes the reader to the main steps to critical evaluation of choreography: observation, reflection, discussion, evaluation, and recommendations for revisions. Very clear explanations and examples, and is certainly a viable method of evaluating choreography, for use by ammong teachers observing other teachers' works, or in classes of dance composition/improvisation.
- Lawson, Joan, A Ballet-Maker's Handbook A&C Black(Publishers)Ltd., London, 1991. ISBN: 0-7136-3246-1
This book presents the aspects that are involved in the making of a ballet. From the Sources of Inspiration, materials, types of dancers, Kinds of ballet, framework of a ballet, contents of a choreographic vocabulary, and an extensive review of the styles. A good source for teachers and students.
- Lee, Mary Ann, Learning Through the Arts, JOPERD, May-June 1993.
"As teachers, we must find ways to make the dance ideas so intriguing that they will capture children's imaginations. We must understand the essence of what it is we are teaching and to effectively teach, we must know what goes on in the life of a two-year-old and what we might expect him or her to learn". The author describes her use of The Tale of Peter Rabbit by Beatrix Potter to inspire a set of lesson plans for dance. Very interesting.
- Leese, S, and Packer, M., Manual de Danza, EDAF, editores, España, 1982. (in English: Dance in Schools) ISBN: 84-7166-838-6
The Manual begins with a discussion of the objectives of dance, how to initiate and develop dance in schools, and a discussion of dance forms: dramatic, lyric, popular, social, jazz, theatrical, claqué, and religious or lithurgical. Then proceeds to talk about bodily actions, body parts and shapes, relations, duos and group dances, Types of movements, space, quality of movement, stimulus for movements, dance creation and presentation, and a chapter on music for dances. Presents good ideas on some topics, especially the chapter for music.
- Lord, M., Chayer, C., Girard, L., Increasing Awareness of Your Strategies for Teaching Dance Technique, Impulse, 1995,3,172-182,Human Kinetics Pub. Inc.
This article describes the teaching strategies of 3 experienced teachers as they present technique tasks to adolescent begining students and by discussing the role these strategies played within this teaching act. The approach is a response to the recent teacher education interest in self-supervision of teacher and teachers' thinking on action.
- Lovell, Ruth, Dance in Elementary Education, Harper & Row, Pub., USA, 1960.
This book, originally published in 1954, was written with the mentality of placing dance within Physical Education subjects in elementary schools. Nevertheless, the multiple examples of exercises and activities presented are well organized and many teachers of young children may well find this a good source of ideas.
- Lynch Fraser, Diane, Playdancing: Discovering and Developing Creativity in Young Children, Dance Horizons, USA, 1991. ISBN: 0-87127-153-2, and 0-87127-152-4
A nice presentation of sample exercises for children emphasizing the creative aspect of movement in little children. The goals of this creative movement program are to promote confidence, creativity and problem-solving skills in children ages 3 to 8. Discusses the developmental stages of early childhood and the specific skills necessary for creativity to flourish. Lesson plans and examples are included. A good source for ideas. Author of "Dance play. Creative Movement for Very Young Children".
- McGreevy-Nichols, S., and Scheff, H., Building Dances: A guide to putting movements together, Human Kinetics, USA, 1995. ISBN: 0-87322-573-2
This book discusses all the tools, called by the author "blueprints" to introduce, develop, and assess the basics of choreography in grades K-12. It contains sample lesson plans, guidelines for teaching the skills involved, suggestions for organizing movements, ideas for stylizing and individualizing dances, dance construction models for designing dances, age-appropriate adaptations for grads k-3, 4-6, and 7-12; there are assessment forms for students and sample criteria, summaries and glossary. It is accompanied by a deck of 112 Deal-a-Dance cards that provide movement examples that students can try. I tried some of the cards, and they worked fine in my classes. They are already organized by space, time and energy, so they can serve as a didactic aid in your dance classes. Interesting concept that works.
- Morgenroth, Joyce, Dance Improvisations, University of Pittsburgh Press, USA, 1995. ISBN: 0-8229-5386-2
More like a manual, exercises and activities are presented in the normal space, time and imagery/form format. Ideas presented should work with older students of dance, while not necessarily intermediate or advanced students. A good source.
- Ossona, Paulina, La Educación por la Danza, Editorial Paidos, España, 1984. ISBN: 84-7509-252-7
The topics of this volume begin with a discussion of questions like: Why dance? What to dance? How and for whom to dance? It defines concepts of corporal expresion and dance; movement as mechanical, vegetable, animal, human, organic, utilitarian, involuntary and imitative; discusses expressive, spontaneous and conventional gesture. Gives a review of history of dance, the formation of the creator, of the interpreter and of the audience for dance; giving samples of exercises for analysis and development of critical function. Finally, she discusses dance as recreation, vocation, profession, and presentation of dance.
- Redfern, Betty, Concepts in Modern Educational Dance, Dance Books Ltd., London, 1982. ISBN: 0-903102-67-6
"Using the tools of conceptual analysis, this book...explores ideas that have to do with imagination, expression, emotion, style, skill, etc. In addition, it subjects to critical scrutiny claims frequently advanced on behalf of dance as an educational activity, and associated notions such as creativity, self-development, socialisation, and the so.called integration of doing, feeling and thinking.Statements involving such ideas many of which stem from Rudolf Laban, as here explained, are, it is contended, in constant need of stringent examination as regards their menaing, truth, and justification- issues which are essentially philosophical in character." An excellent book.
- Redfern, Betty, Dance, Art and Aesthetics, Dance Books, Ltd., London, 1988. ISBN: 1-85273-008-0
This excellent book "aims to present a selection of topics in aesthetics in such a way as to highlight the wider philosophical problems that are inevitably involved, indicating some of the changes and developments that have taken place in aesthetic thought during the last thirty years of so, and introducing some of the work of well-known writers in the field." Questions that have to do with the nature and value of art, the character of aesthetic experience and the justification of aesthetic appraisals are approached.
- Robinson, Jaqueline, El niño y la danza, Ediciones Mirador, España, 1992. ISBN: 84-8063-005-1
With many photographs, the author presents the book in two parts; the first part is dedicated to children about dance, the body, nature, feelings, others, forms and shapes, music… The second part of the book talks about dance as fundamental education, and the objectives of dance education for children, presenting in a simple and clear manner the pedagogic fundamentals, goals and sample concepts to work through proposed games and exercises.
- Russell, Joan, Creative Dance in the Primary School Macdonald & Evans, Ltd., London, 1975. ISBN: 0-7121-0348-1
This book was originally written in 1965, but has had major revisions and many reprints. Based on Laban's movement themes and ideas of effort and shape, the author presents a methodology and syllabus for different age groups, 5-6, up to 10-11 year-olds. Especially interesting are the chapters on the Role of the Teacher, Dance in relation to the other Arts, and Dance as a creative activity. Many photographs accompany the Laban themes of the syllabus.
- Shreeves, Rosamund, Children Dancing: A Practical Approach to Dance in the Primary School, E. Williamson & Son (Printers) Ltd., London, 1979. ISBN: 0-7062-3832-X
The author presents a methodology for introducing young children to movement and dance classes; gives suggestions for content matter, lesson construction, exploration of movement and dance ideas, accompaniment; also, gives a great ammount of exercises and activities that work on stimuli, use of didactic materials, movement patterns, objects, costuming, and imagery: people, moods and emotions, animals, nature, seasonal events, shapes and sculpture, sound, poetry, stories, etc. This book is a good resourse for ideas which may be adapted to many age groups.
- Slater, Wendy. Teaching Modern Educational Dance, Macdonald & Evans, Ltd., London, 1974. ISBN: 0-7121-2017-3
The point of departure of the author is that dance should not be seen as an isolated experience or even as simply a part of the physical education programme. It should be an integrated part of a school's curriculum. The lessons and exercises are presented only as a framework for other teachers to expand on them. The topics are developed as Body Awareness, Awareness of Space, Weight and Time, and relationships. In reading the book one sees that much of it stems from Laban's theories. A good reading.
- Smith-Autard, Jacqueline, The Art of Dance in Education, A&C Black (Publishers)Ltd., 1994. ISBN: 0-7136-3897-4
The author refers to schools in England for this analysis, that begins by comparing the Educational Model for teaching dance vs. the Professional Model, and goes on to suggest a Midway model. In short, it examines the processes of creating, performing and appreciating dances and analyses how dance contributes towards artistic, aesthetic and cultural education. Also she suggests ideas for use in England's National Curriculum, in school examinations such as GCSE, and in higher education dance programmes. A very interesting source.
- Stokoe, P. and Schächter, A., La Expresión Corporal, Editorial Paidos, México, 1993. ISBN: 968-853-172-3
The authors present the problem of contemporary man losing expresiveness and in particular, in the artistic education. They disscuss their proposal as four aspects: The awakening to the body, Communication, Imagination (as transformation of the body and of real and imaginary objects), Expression, and the Sound stimuli. Most of the book consists of photographs, and the last chapter on Sound is most useful.
- Stokoe, Patricia, La Expresión Corporal y el Niño, Ricordi Americana, Buenos Aires, 1967. ISBN: 950-22-0207-4
Oriented to preschool and primary level dance teachers, the author exposes a definition of the subject matter and proceeds to discuss the movement themes: locomotion, functional movilization, corporization or the rythm of the music and word, space and corporal expression, quality of movements, and creation through imitation and improvisation. The appendix includes sample lessons for ages 3-6 and 7-12, and musical sheets for classes of corporal expression. A nice source.
- Thompson, Myra. Jump For Joy!, Parker Publishing Co. USA. 1993. ISBN: 0-13-512369-0
This book contains around 375 creative movement activities for young children in preschool and kindergarten, ages 3-5. Their purpose is to serve as a bank of ideas that can be adapted to the needs of older students. Great source for teachers.
- Turner, Margery, New Dance: Approaches to Non-Literal Choreography, University of Pittsburgh Press, USA, 1976. ISBN: 0-8229-5269-6
A specialist in dance composition, the author embraces the ideas that one cannot find traditional meaning in dance, and that this kind of meaning violates the basic premise of the art form, that art may exist for its own sake. With this trend in mind, she continues to expose the reader to her aesthetic views of contemporary choreography. Whether one agrees or not with the author, her sample exercises and motivations should prove useful for many dance teachers.
Psychomotor Education, Pedagogy of Movement, and Other Topics.
- Azcoaga, Juan, Aprendizaje Fisiológico y Aprendizaje Pedagógico, El Ateneo, Argentina, 1987. ISBN: 950-02-6224-X
This author focuses on the biological and physiological aspects of learning. Two chapters dedicated to the Anatomy of the Central Nervous System; notions of superior nervous activity, Particular cases of learning (like learning during sleep), and Learning of Praxias (motor activity, motor habits, voluntary and "automatic" motor activity), Learning of Gnosias (sensoperceptive stereotypes, simple gnosias, auditive, visual and tactile gnosias, palative and olfactory gnosias, corporal scheme, etc.), Learning of language, reading and writing , and math and its role in learning processes. A very interesting book for the dance teacher who wants to learn more.
- Frostig, M., and Maslow, P., Educación del Movimiento, Teoría y Práctica, Editorial Médica Panamericana, Buenos Aires, 1989. (in English: Movement Education: Theory and Practice, Follett Publishing Co. Chicago). ISBN: 950-06-0747-6
The authors base this proposal on Skinner, in the point of departure of the subject; Bruner, in the need for discovery and inventiveness; Rousseau, in attending the needs of small children as individuals; Dewey, in the need of interpreting the interests of children; Piaget, in the need to adapt contents and methods to the stages of child development; and the need to integrate and structure content for the learning child. Presenting a summary of research up to the published date of the book, it also discusses the nature of motor activity and the use for special children. It is of particular use for the dance teacher that has children that need improvement in their neruomuscular coordination.
- Fiorentino, Mary R., Reflex Testing Methods for Evaluating C.N.S. Development, Charles C. Thomas, Publisher, USA, 1973, (Spanish Edition: Métodos de Exámen de reflejos para evaluar el desarrollo del sistema nervioso central, La Prensa Médica Mexicana, México, 1987.)ISBN: 968-435-022-8
This Manual helps in the evaluation and diagnostic of children with neurophysiological problems. With the study of the reflex movements, the author presents a method to evaluate the degree of development of the Central nervous system in children up to 6 years of age. Presentation with photographs and clear explanations, this manual can help to plan movement and activity program for children , including balance and equilibrium. A good resource.
- Gazzano, Elena. Educación Psicomotriz, Vols. 1 y 2, Editorial Cincel, S. A. Madrid, 1984. ISBN: 84-70-46-297-0
Volume 1 of the series talks about the education of the corporal scheme in little children as the conscience of the lived body; about the differenciation of the corporal elements and their perception, and the organization of the internal "own body". As basic learnings are relaxation, respiration, and the discovery and structuring of the spacial- temporal orientation of the children. Volume 2 of the series talks about the importance of psychomotor education and the global development of the person. It divides the learnings into Topological relations ( perception of interior and exterior space, limits and closed lines, and open lines as departure and arrival points), Spacial relations (concepts of verticality, horizontality, and inclined, and concept of symetry), logical-mathematical relations (regular and irregular composition, weight, softness and hardness); Posture and creativity, and education of auditive perception.
- Harrow, Anita. Taxonomía del Dominio Psicomotor, Ed. El Ateneo, Argentina, 1981. (in English: A Taxonomy of the psychomotor Domain, David McKay Co., Inc. USA.)
Written in the times when Benjamin Bloom et.al. had proposed the Taxonomies of the Cognitive and the Psychosocial domains, this is one of the few taxonomies that can be useful to the dance teacher, in my opinion. Discussing the general proposed model, the importance of the psychomotor behaviors and the inherent problems to classifying them, the author presents different theories of movement and the proposed Taxonomy. Imersed in the trend of the behavioral objectives for curriculum construction, this model can well help the dance teacher and instructor to become conscious of the basics of developmental psychology that are a must in artistic education, particularly of dance.
- Lawther, John, Aprendizaje de las Habilidades Motrices, Editorial Paidos, España, 1983. (in English: The Learning of Physical Skills, Prentice-Hall, Inc. USA.) ISBN: 84-7509-232-2
An excellent book. Topics: Modern Man and His Progressive Adaptation, Factors that influence motor learning from infancy to old age, Nature of learning, theories and types, Methods in the initial stages of the learning of skills, Motor learning in the high skill levels, Practice and factors that influence motor learning, Motivation, emotion and stress, and Measuring and predicting learning and achievement.
- Le Boulch, Jean. La Educación por el Movimiento en la Edad Escolar, Editorial Paidos, Mexico, 1985. ISBN: 968-853-046-8
Proposal and fundaments of the psychokinetic methodology as a method for basic education for the development of the main capacities and a method for obtaining a better adaptation of man to the social environment, for ages 6 to 12. Presents sample exercises for coordination, structuring of the corporal scheme, postural adjustment, temporal perception, perception of space and spacial-temporal structure, and free activities and games. All areas are very well explained and activities and exercises have clear objectives and goals.
- Lee, Carol; Ahumada, Rosario. Movimiento y Expresión en la Edad Preescolar, Editorial Trillas, México, 1983. ISBN: 968-24-1426-1.
Refering to children of 3 to 6 years of age, this little manual bases its proposal on Piaget’s theory of dhild development. One of the main goals is the spontaneous production of movements by the child. The suggested exercises are categorized in sub-goals: Exploration of movement with body parts, space and the body, Dynamics of movement in the exploration of space, Free exploration of movement, Direction of movement in space and floor, group activities and with objects, movement and imagination, and forms and figures. These suggestions are a point of departure for the teacher to develop her own exercises and games.
- Loudes, Jean. Educación Psicomotriz y Actividades Físicas, Editorial Científico-Médica, Spain, 1978. ISBN: 84-224-0439-7
The methods, exercises and suggestions are oriented to children of 6-14 years old. They emphasize age groups, presenting suggestions for a weeks work. Again, corporal scheme, lateralization, relaxation, breathing, posture, abdominal exercises(!), Coordination, Equilibrium and balance, hand-eye coordination, coordination during locomotion, Space and time, Rhythm, Atention and perception, Association, dissociation and inhibition, Working with objects, and then follow with disscussions about sports, folkloric dances, games, plus a good discography for the dance teacher.
- Masson, Suzanne. La Reeducación Psicomotriz y el Examen Psicomotor, Editorial Gedisa, España, 1985. ISBN: 84-7432-219-7
This volume gives a definition of psychomotricity and a historical perspective of the concept. It shows the importance of knowledge of the neuroanatomical and neurophysiological basis for psychomotricity. It brings consciousness of the problem of reeducation of motricity, and explicitly explains the psychomotor exam for 0-3 years old, and older. It discusses the psychomotor exams of world recognition. In my opinion this book is an excellent resource for dance and movement teachers of small children, especially for planning the curriculum.
- Schinca, Marta, Fundamentos para una iniciacion a los temas de psicomotricidad, ritmo y expresión corporal, Editorial Escuela Española, España, 1983. ISBN: 84-331-0109-9
The work of the author has been applied in many organizations in the field of motor and language learning, dance and theatre, and psychotherapy. The praxis begins with the knowledge and control of the body, laterality, independence and coordination of two or more body parts, breathing, relaxation, posture, Static and Dynamic Equilibrium, Articulation, hand-eye coordination, Muscular antagonism, qualities of movement (force), Locomotion, development of imagination, freedom of expression, Conciousness of time and space, and so on. An excellent resource for the dance teacher of very young children.
- Torbert, Marianne, Juegos para el desarrollo motor: Crecimiento integral para todos los niños con y sin problemas, Editorial Pax Mexico, Mexico, 1990. (title in English: Follow Me A Handbook of Movement Activities for Children). ISBN: 968-860-021-0
This author emphasizes the game and ludic characteristic of the exercises as the basis for any methodology for children’s learning of their self and their environment. Presenting more than 100 examples of activities and exercises for children, it has organized them into these areas: motor perceptive movements; capacity for attention and concentration; capacity for perception and auditive discrimination; release of tension and excess of energy; self control; development of thought processes; reinforcement of learned information; social growth; physical habilities; physical aptitudes. As a comment, many of the exercises involve the use and manipulation of objects, as an important part for symbolization by the child and as aids to the development of fine and gross motor skills.
- Zapata, Oscar. La Psicomotricidad y el Niño, Etapa Maternal y Preescolar, Editorial Trillas, México, 1991. ISBN: 968-24-3644-3
This book is part of a series by the author dedicated to the pedagogy of movement. In this volume, the author emphasizes the fact that for children between 3 and 6 years old to adapt to its environment and develops in the affective, cognitive and psychosocial aspects, it is necessary and advisable that he/she is involved in exercises with a ludic sense that activates the capacities to relate to others. With activities that involve moving, touching, listening, smelling, tasting, creating, the author presents game forms and practices of psychomotor skills that can be applied to children in maternal and preschool levels to develop their senses and establish contact with their environment. An excellent resource.
Rocio C. Barraza Rivacoba, 1998.