| The major purpose of this study was to ascertain how higher education uses and applies mediated instructional materials found in dance theory, dance education, and dance instruction. More specifically, the study addresses television, video recorders, films and audio information which accompany the use of these mediated materials--materials that can retrieve, transfer images, moving or still, to some permanent form.;Questionnaires returned were alphabetized according to institution and charted individually in the form of a table graph for each question asked.;The findings showed that mediated instructional materials are used and applied in all areas of dance, with an increased use and application each year. All respondents use mediated instructional materials in some way in their dance programs.;Libraries handle all types of media, with slides being most commonly available, followed by video tapes, cameras and finally, motion picture equipment. Sixty-four percent of the respondents are able to record/film material in their own classroom areas. Fifty percent of the respondents' students present mediated instructional materials projects, and more than 87 percent of those who do use the video tape recording equipment to do so. More than half of those students can prepare, unassisted, their own dance projects.;Methods and procedures employed in gathering the data for this study were acquired from a review of the available written literature and 127 questionnaires sent to colleges, universities and professional institutions offering a Bachelor of Arts or a Bachelor of Science in the field of dance and having professed an interest in media. Seventy-three (57 percent) of the questionnaires were returned and almost sixty (47 percent) were returned completed.;Seventy-two percent of the respondents named forty-two different course titles in which the application of mediated instructional materials is used. Twelve percent of those questioned offered a complete course or workshops, conferences or seminars in mediated instructional materials, while 23 percent offered special instruction in the use of mediated instructional materials. |
