Dixie State University Library
Skip to main content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

Dance: Web Resources

This guide will direct you to many resources to use for the dance enthusiast.

General Websites

Each of the online resources listed below includes or links to overviews and information on many aspects of dance (history, technique, dance fitness, dance companies, etc.), gathered  in one place.

  • Voice of Dance
    A major resource for dance professionals and students. Includes dance reviews and feature articles, photos and videos, discussion forums, a calendar, information on auditions, and "zones" for specific types of dance.
  • ArtsAlive.ca - Dance
    "Dance lovers, students and teachers: this is where you'll find engaging and interactive educational resources, videos, games, learning tools and a wealth of information designed to build your understanding of and appreciation for dance."
  • lii.org - Dance
    A handpicked, list of dance websites with descriptions, selected by librarians.
  • Open Directory Project: Arts > Performing Arts > Dance
    Volunteers maintain this large collection of website links. Covers a wide variety of dance topics (Dancewear, Education, Fesitvals, Organizations...) as well as many types of dance (Ballet, Butoh, Disabled, Flamenco, Middle Eastern, Sacred Dance, Swing..)
  • CyberDance: Ballet & Modern Dance on the Net
    Contains thousands of links to classical ballet and modern dance resources on the Internet, including dance companies, schools, colleges & summer programs, news of dance festivals, auditions, websites, articles, reviews, magazines, message boards and more
  • New York Public Library Best of the Web: Dance

Evaluating web resources

It is not always easy to determine if information on the World Wide Web is credible. Here at Dixie State University we use the CRAAP test.

 

Currency

The timeliness of the information

  • When was the information published or posted?
  • Has the information been revised or updated?
  • Is the information current or out-of date for your topic?
  • Are the links functional?
Relevance

The importance of the information for your needs

  • Does the information relate to your topic or answer your question?
  • Who is the intended audience?
  • Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?
  • Have you looked at a variety of sources before determining this is one you will use?
  • Would you be comfortable using this source for a research paper?
Authority

The source of the information

  • Who is the author/publisher/source/sponsor?
  • Are the author’s credentials or organizational affiliations given?
  • What are the author’s credentials or organizational affiliations given?
  • What are the author’s qualifications to write on the topic?
  • Is there contact information, such as a publisher or e-mail address?
  • Does the URL reveal anything about the author or source?
    examples: .com (commercial), .edu (educational), .gov (U.S. government), .org (nonprofit organization), or .net (network)
Accuracy

The reliability, truthfulness, and correctness of the content, and

  • Where does the information come from?
  • Is the information supported by evidence?
  • Has the information been reviewed or refereed?
  • Can you verify any of the information in another source or from personal knowledge?
  • Does the language or tone seem biased and free of emotion?
  • Are there spelling, grammar, or other typographical errors?
Purpose

The reason the information exists

  • What is the purpose of the information? to inform? teach? sell? entertain? persuade?
  • Do the authors/sponsors make their intentions or purpose clear?
  • Is the information fact? opinion? propaganda?
  • Does the point of view appear objective and impartial?
  • Are there political, ideological, cultural, religious, institutional, or personal biases?