Benefits of Dance in the Curriculum

Benefits of Dance Elaborated:

Elaboration Benefits of Arts Education:

Central to arts education is the theory of multiple intelligences, Gardner claims “that we each have a unique blend of intelligences”, he continues by adding that “the big challenge facing the development of human resources is how best to take advantage of the uniqueness conferred on us as a species exhibiting several intelligences” (1999, p.45). The Arts nurture many of the multiple intelligences Victorian Curriculum and Assessment Authority, (VCAA) states, the Arts “fuel the exploration of ideas that cross the gamut of human emotions and moods through holistic learning using cognitive, emotional, sensory, aesthetic, kinaesthetic and physical fields” (2014b.) Leaning through the Arts, using Arts language; kinaesthetic, intrapersonal intelligences, sensory/iconic and symbol systems, helps students to express what they are learning and helps them relate to a concept that has been developed, across all subjects ((Koster, 2009, p.212 ) (ACARA f, 2014) (Klug & Windfield, 2011, p.274) (Campbell, Campbell & Dickson, 1996, p.68) (Robinson, 2009) (Emery, 1998) (Beckman, 2007, p.1-4) and (Cutcher, 2013) (Russell-Bowie, 1997, p.228)). Students with kinaesthetic intelligences need to move to learn (Robinson, 2009). Quite often these students with alternate intelligences become frustrated and distracted and may be labelled as having ADHD (Attention Deficit Hyperactivity Disorder) and medication is suggested. This is the worst thing that can happen to these children because their alternate intelligence’s are being sedated at the same time (Robinson, 2009, p.1). Most of these children would benefit from being taught through the Arts, they may even excel in the area of the Arts and therefore increase their self-esteem and confidence which in return may increase their achievements in all subjects (Russell-Bowie, 1997, p.228). A child’s strengths need to be focused on and built upon. In the context of arts education students need the experiences provided by Arts teaching to unlock potential they may have ((Beckman, 2007, p.3) (Robinson 2009)).

Benefits of Dance Elaborated:

Dance is very effective in developing the whole child; affective and physical capabilities in students. Dance has the benefit of increasing wellness through the means of physical education; “movement education” and the benefit of “affective education” through the creative approach aspects of dance. Physical Health and Education Canada (PHEC) (2014a) state that “Dance educates the entire self and provides an ideal vehicle for students to learn physically, intellectually, emotionally, and socially”. The following is a list of the general benefits of dance; the list can be attributed to a number of authors and educators: Geršak (2012), Brehm & McNett, PHEC (2014), Gardner, Rathunde, Tregenza (2008), Dinham (2014), Griss (1998), Sansom (2001), Smith-Autard (2002) and Zakkai (1997) and Morin (PHEC) (this list is not a complete list, rather a start!)

• Dance provides lifelong involvement in physical activity, health and wellbeing: The Victorian Curriculum and Assessment Authority (VCAA) 2014a, AusVELS Health and Physical Education Domain states that “The Health and Physical Education domain provides students with the knowledge, skills and behaviours necessary for the pursuit of lifelong involvement in physical activity, health and wellbeing.” Students need to be able to be in control of their own health, wellbeing and physical condition; they therefore need to be able to access ways to take this control on their own. Dance is something that a person can do on their own or in a group for a long or short time, with or without any skill, anytime (although self-restraint may be needed in some spaces and in some situations; dancing in one’s head may be appropriate), readily accessible to increase emotional and physical wellbeing throughout one’s life.

• Providing an outlet to express: in quoting Shapiro Geršak outlines that dance provides a unique outlet to express, “dance … offers a unique and powerful form of human expression. It allows us to speak in a language that is visceral and far less mediated by our thought and abstract conceptualizations. It provides, at times, a raw, embodied way of capturing human experience.” (2012, p. 2) PHEC also discusses dance as an outlet to express in quoting Brehm & McNett dance “expands basic communication: movement may communicate where words fail, and creative dance keeps this channel of communication alive” (2014a)

• Accessing multiple intelligences; kinaesthetic learning: Children constantly learn on multiple levels. Bodily-kinaesthetic intelligence is recognized as one of our multiple intelligences (Gardner, 1983). Rathunde states that “In a push to reach higher levels of achievement, and pressured by the threat of international competition, many schools have increasingly practiced a form of education that might be called disembodied… It takes the body—including the activity, movement, and emotions associated with it—out of the mind” (, p. 70). Kinesthetic learning brings body back into the class room.

• Has a positive effect on a child's self-esteem: (Geršak, 2012, p. 9). Kinesthetic learning it is important for self-esteem. Geršak, quoting Griss states that “In a successful kinesthetic lesson, children are learning to make use of their own experiences and observations as a foundation for knowledge. This nurtures self-affirmation and self-esteem because the children’s natural resources, their own bodies, are taking them to a place of understanding. Giving children the physical and emotional space to explore inner parts of themselves without being told they are right or wrong allows them to integrate their sense of self with the material that they are learning in school” (2012, p. 4).

• Developing spacial awareness: Geršak discusses that “dancing and creative movement stimulates the development of general motor skills, mostly coordination of movement, orientation in time and space, balance and speed, stamina and precision” (2012, p. 9). Brehm & McNett states that dance “Shapes behaviour and responsibility: awareness of one’s body and knowledge of how to control it provide experiences that build confidence, coordination, and control of the whole self” (source PHEC, 2014a). Brehm & McNett also believe that dance “teaches confidence and proficiency in using the body as a tool for functional tasks, communication and the expressive area of dance” (source PHEC, 2014a). .

• Focus and engage in learning: Geršak remarks that dance “makes the curriculum more tangible, accessible, memorable, and effective for children” (2012, p.3,4). Brehm & McNett discuss that dance “Builds literacy: Dance contributes to literacy in many ways, from stimulating the brain to linking with the elements of language and composition” (source PHEC, 2014a). Geršak quotes Zakkai who says that dance helps students to “understand concepts and themes”. Brehm & McNett also state that dance “Awakens the senses: movement increases students’ chances of success through activation of many sensory learning modes” (source PHEC, 2014a). Geršak also argues that “dancing is one of the most popular forms of fun, recreation, and humour, with the goal of relaxation” (2012, p. 4). Dinham discusses intrinsic benefits and states that “dance transfers them out of the humdrum of the day” (2014, p.12).

• “Develop and refine their higher-level thinking skills”: (Zakkai: source Geršak, 2012, p.3) Brehm & McNett explain that dance “Exercises thinking skills: people practice higher level of thinking skills when they create dances for artistic expression and also when they combine dance with academic themes and concepts” (source PHEC, 2014a).

• Increase social skills: Zakkai state that dance helps students to “cooperate and collaborate with each other “(source Geršak, 2012, p.3). Geršak has studied the effects on students that had access to creative movement dance as a teaching/learning approach she states that it “improves cooperation and tolerance and is thus related to Goldberg’s (1990) model of “Big Five” personality factors, such as Energy, Friendliness, Conscientiousness, Emotional stability, and Openness. Connections can also be made to Lowden's (1995) views of dance as the body language of space, time and energy, body and movement as a way of being, and Goleman’s (1996) emotional intelligence, with abilities such as self-awareness, flow, and empathy” (2012, p.8). Brehm & McNett believe dance “Builds community from diversity: creative dance lessons teach individual and group skills that are needed for community building. Dance experiences promote the ability to work with others harmoniously at school, in the community, and in society at large” (source PHEC, 2014a).

• “Develops healthy bodies: in a non-competitive atmosphere”: Brehm & McNett (source PHEC, 2014a).

• “Enrich life: the integration of art, physical development, intellectual learning, and social skills make creative dance a cornucopia of fortunate opportunity for all ages, in school or out” Brehm & McNett (source PHEC, 2014a).

• Through Dance students can make a Spiritual connection: Tregenza discusses spirituality in the classroom quoting Palmer “there is a need to see spiritual development as a quest for connectedness with self, with others, with the worlds of history and nature, and with the mystery of being alive”, further he states that “Viewing spirituality and wellbeing as of pivotal importance to how we live and learn is becoming integrated into the debate about children’s experiences and their impact on learning (2008, p3.)

• "Appreciate their dance heritage, as well as the role of movement in understanding other people and cultures” Morin (source PHEC, 2014b). In discussion on the relevance of dance in culture education Smith-Autard quotes Arts Council 1993:10 “We live in a multicultural society. Dance is a prime expression of culture, of heritage, identity and achievement. The richer the diversity of cultures within a given community, the richer the dance can be. Pupils can share their various dance heritages through traditional dances and they may bring into school a rich movement vocabulary and different understanding of dance” (2002, p.37).

As an added bonus dance education uses music so the benefits to wellness that music brings are also gained.