Why Dance is Important
In an elementary learning environment, we believe that dance is not only important because we are so passionate about it as teachers, but also because there is research and evidence that tells us it is important for students’ growth, development, and learning.
Dance supports all of the learning domains, thus making it very beneficial for students to learn. Dance supports the physical learning domain for obvious reasons because it is a physical activity. Students are moving around and using their whole body in a range of motions. They are also using coordination, strength, and endurance. Dance involves the emotional learning domain because students are able to express themselves through movement. Dance offers students the chance to see how others express themselves, which allows for students to better understand themselves and their peers. This directly relates with the social learning domain. Dance also supports the social learning domain because students must work cooperatively in the classroom in order for the activity to work. Finally, dance involves the cognitive learning domain because students can demonstrate their learning through creative movements. “When children are provided with creative movement problems that involve the selection of movement choices, they learn to think in the concrete reality of movement. Thus, learning the art of dance helps young children develop knowledge, skill, and understanding about the world” (NDEO, 2012).
Brownfeld (2010) explains that dance, when taught in the academic classroom can serve as a gateway that lead students to a more rich and full understanding of what they’re studying. Dance can help students achieve a meaningful
connection between physical movement, and intellectual knowledge. It is important to realize that dance can be used as a very beneficial learning tool, as it can foster the growth of knowledge in a very unique way. Dance provides
the opportunity to learn through experience, enhancing knowledge retention and understanding. By using dance academically, teachers are able to engage students in a new way, and expand their horizons and aptitude for knowledge.
According to Skoning (2008) “dance is important to incorporate into our inclusive classrooms if we want to meet the needs of more diverse groups of students.” As education evolves and expands to include all types of learners, whether they be kinesthetic, visual, or auditory learners, we see dance and other types of physical movement becoming part of the academic classroom, when before it was reserved solely for P.E. Dance also fosters an inclusive classroom because it can be accessible for students with literacy difficulties, students who are English language learners and students who have trouble focusing. One may argue that students with physical disabilities cannot be included in such activities; however, creative movement does not need to involve the whole body. Students can move isolated parts of their body and still be a part of the dance experience. Furthermore, if a student cannot move at all the class can work together to make sure that student is included. Perhaps by holding his/her hand or moving his/her wheelchair in time to the music.
One problem that we can easily foresee when it comes to using dance in the academic classroom is pointed out by Griss (1994) when he says that some teachers might be intimidated and unsure of how to incorporate dance into their
lessons. NDEO (2012) states that, “children move naturally. They move to achieve mobility, they move to express a thought or feeling, and they move because it is joyful and feels wonderful.” Since children are constantly moving it is easy to incorporate dance or creative movement into the classroom. What teachers need to understand is that dance doesn’t have to be a complex, formal routine. It can be silly, fun, and relaxed so that nobody feels self-conscious or worried about what they look like. Teachers might want to introduce and explain the concept of dance to students as a way of expressing what they’ve learned through their movements. This way, students won’t be turned off right away by the word “dance” if they aren’t as enthusiastic about dance as other students might be.
Dance supports all of the learning domains, thus making it very beneficial for students to learn. Dance supports the physical learning domain for obvious reasons because it is a physical activity. Students are moving around and using their whole body in a range of motions. They are also using coordination, strength, and endurance. Dance involves the emotional learning domain because students are able to express themselves through movement. Dance offers students the chance to see how others express themselves, which allows for students to better understand themselves and their peers. This directly relates with the social learning domain. Dance also supports the social learning domain because students must work cooperatively in the classroom in order for the activity to work. Finally, dance involves the cognitive learning domain because students can demonstrate their learning through creative movements. “When children are provided with creative movement problems that involve the selection of movement choices, they learn to think in the concrete reality of movement. Thus, learning the art of dance helps young children develop knowledge, skill, and understanding about the world” (NDEO, 2012).
Brownfeld (2010) explains that dance, when taught in the academic classroom can serve as a gateway that lead students to a more rich and full understanding of what they’re studying. Dance can help students achieve a meaningful
connection between physical movement, and intellectual knowledge. It is important to realize that dance can be used as a very beneficial learning tool, as it can foster the growth of knowledge in a very unique way. Dance provides
the opportunity to learn through experience, enhancing knowledge retention and understanding. By using dance academically, teachers are able to engage students in a new way, and expand their horizons and aptitude for knowledge.
According to Skoning (2008) “dance is important to incorporate into our inclusive classrooms if we want to meet the needs of more diverse groups of students.” As education evolves and expands to include all types of learners, whether they be kinesthetic, visual, or auditory learners, we see dance and other types of physical movement becoming part of the academic classroom, when before it was reserved solely for P.E. Dance also fosters an inclusive classroom because it can be accessible for students with literacy difficulties, students who are English language learners and students who have trouble focusing. One may argue that students with physical disabilities cannot be included in such activities; however, creative movement does not need to involve the whole body. Students can move isolated parts of their body and still be a part of the dance experience. Furthermore, if a student cannot move at all the class can work together to make sure that student is included. Perhaps by holding his/her hand or moving his/her wheelchair in time to the music.
One problem that we can easily foresee when it comes to using dance in the academic classroom is pointed out by Griss (1994) when he says that some teachers might be intimidated and unsure of how to incorporate dance into their
lessons. NDEO (2012) states that, “children move naturally. They move to achieve mobility, they move to express a thought or feeling, and they move because it is joyful and feels wonderful.” Since children are constantly moving it is easy to incorporate dance or creative movement into the classroom. What teachers need to understand is that dance doesn’t have to be a complex, formal routine. It can be silly, fun, and relaxed so that nobody feels self-conscious or worried about what they look like. Teachers might want to introduce and explain the concept of dance to students as a way of expressing what they’ve learned through their movements. This way, students won’t be turned off right away by the word “dance” if they aren’t as enthusiastic about dance as other students might be.