Dance Curriculum Toolkit

Title of Resource: A Nonverbal Language for Imagining and Learning: Dance Education in K-12 Curriculum

 

Target Audience: Educators

 

Description of Resource: This resource is a scholarly article that resembles an advocacy article for dance education however; I found the article to be insightful in more than just relations to advocating for dance education in schools.  This article addresses a variety of topics such as:

1. The place and value of dance education in a K-12 education setting, both as it's own subject as well as a device for educators to "pack" and "unpack" topics in their classrooms.

2. Establishing an understanding of Verbal versus Non-Verbal Communication in life as well as in relation to dance.

3. The structure and content of dance.

4. The intertwining of cognitive, emotional, and kinesthetic intellect.

5. Evidence that dance education is beneficial for all types of student's especially diverse learners. (At-risk students, gifted/talented students).

6. The performance art of dance and dance as a liberal art (Pre-Professional and Professional programs versus "Dance for every child!")

7. The significance of dance education in a K-12 setting and it's ability to greatly enhance students education.

 

Appropriateness for High School Students: This scholarly article reaffirms the valuable pedagogy and teachings in dance education that without students would not have the same enriching experience that could have.

 

Use of Resource in Classroom/Ways to Implement this Resource in my Classroom:  I found this article to be valuable for dance educators both as a resource for advocating for dance education in a K-12 setting but also as a means for developing communication and expressive outlets in the classroom for students.  The affirmations in the article strongly support non-verbal communication through dance as an expressive outlet for students that benefits them beyond the dance studio.  Dance education provides students with a different perspective and outlook on the world.  The concepts and teaching in dance, especially in high school, expand students abilities to problem solve and critically think about real-world issues and topics and utilizing movement as a means for solving the problem.  Dance allows students to be a part of a different learning environment that is different from their regular classroom where information can be taught and/or reinforced through different pedagogy in hopes of finding a connection between the student and the information.

 

Strengths of Resource as a Teaching Tool (Purpose, Value, Uniqueness): 

There are multiple strengths in support of this resource as a teaching tool.  This article provides information for educators that can be beneficial to both "normal" students as well as diverse learners.  The purpose of this article is to explain the importance of non-verbal communication as a way of communication.  Diverse learners such as ESL students would benefit from dance education as gestural movements help students to express themselves and communicate with others when the language verbally presents challenges.  This article also supports communication strategies for students who fall under the gifted/talented category as often times; these students struggle to communicate with others because they do not meet them at an intellectual level.  Dance provides a universal language for all students to be able to communicate openly because there is no "right" answer; each student interprets it differently even though the message is communicated clearly.

 

Modifications (Weaknesses, Limitations, Supplemental Resources):  Although the article does not necessarily always state that it applies to more than just the average student, I think that it can be adapted to fit the needs of diverse learners in the dance classroom.

 

Resource Citation: Hanna, J. L. (2008). A nonverbal language for imagining and learning: Dance education in K-12 curriculum. Educational Researcher, 37(8), April 20, 2015-491-506.