Guía metodológica para un desarrollo y formación integral del niño de 8 - 9 años a través de la danza
This paper begins with a need as a dancer, teacher and human being, from the practices of teaching and working with children during my career as an artist, I have noted how education has not complied with the profile of the curriculum of 1996 Aesthetics speaking area where the development of creativ...
محفوظ في:
| المؤلف الرئيسي: | |
|---|---|
| التنسيق: | bachelorThesis |
| اللغة: | spa |
| منشور في: |
2013
|
| الموضوعات: | |
| الوصول للمادة أونلاين: | http://dspace.ups.edu.ec/handle/123456789/9800 |
| الوسوم: |
إضافة وسم
لا توجد وسوم, كن أول من يضع وسما على هذه التسجيلة!
|
إضافة وسم | الملخص: | This paper begins with a need as a dancer, teacher and human being, from the practices of teaching and working with children during my career as an artist, I have noted how education has not complied with the profile of the curriculum of 1996 Aesthetics speaking area where the development of creativity, awareness of the capabilities or cultural valuation - Being the area of Aesthetic Culture taken just in the area of environmental education as seven general characteristics and very specific to the child's development and not as real space of the school. |
|---|