Moving, Dancing

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Moving, Dancing Learning

• Connecting Dance with Popular Educational Theories

2
Presentation Based on Work with Students

• Transforming concepts into actions
• Combining movements to create dances
• Sometimes this work is known as arts infusion

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Format of Presentation

• Define educational theory
• Describe how movement-based teaching relates to
  theory
• Conclude by drawing connections between different
  educational theories

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Educational Theories to Be Discussed

• Zone of Proximal Development
• Learning Styles
• Multiple Intelligences
• Experiential Learning
• Cooperative Learning
• Brain-Based Learning

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Zone of Proximal Development (ZPD)

• Key to Socio-Cultural Theory of Lev Vygotsky
• Space between childs developmental level
  learning to be accomplished
• Childs experiences must match developmental level

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Connecting with ZPD

• Tailor movement experiences to age of child
• Older children can work in groups
• Younger children are me oriented, but creative
  movement encourages socialization
• Extend knowledge with creative movement

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Learning Styles Processing Information

• Auditory - hearing individual processing
• Visual - drawings, charts, diagrams, outlines,
  images, global processing
• Tactile-Kinesthetic understands by doing
  concrete physical interactions with what is to be
  learned

8
Connecting with Learning Styles

• Kinesthetic - movement-based lessons
• Tactile - touching props or objects
• Visual - look at pictures or diagrams
• Auditory - explain concepts with words

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Multiple Intelligences (MI)

• Linguistic - words, language
• Musical - play instrument, compose
• Logical-Mathematical - order, numbers, symbols
• Spatial - visualize patterns, images
• Body-Kinesthetic - skilled in use of body
• Interpersonal - focused outward
• Intrapersonal - focused inward

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Connecting with MI

• Describe concepts with words
• Use music as accompaniment
• Use movement to demonstrate math concepts
• Visualize during creating actions
• Movement-based lessons are kinesthetic
• Group work is focused outward
• Individual work is focused inward

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Experiential Learning

• Based on ones experiences
• Students are actively doing
• Direct involvement
• Hands on learning
• Uses reflection feedback

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Connecting with Experiential Learning

• Concept-based movements provide direct
  experiences
• Specific movements used to improve brain function
  (Brain Gym Brain Dance)
• Learn dances from other cultures for direct
  experience of the culture

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Cooperative Learning

• Takes place in groups or teams
• Reduces competition encourages all to be
  involved
• Requires planning of objectives organization of
  groups
• Requires adequate time
• Encourages rotation of group members

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Connecting with Cooperative Learning

• Teams create movements dances
• More appropriate for older students
• Students learn to compromise appreciation of
  peers

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Brain-Based Learning Based on Neuroscience

• Interactive with environment
• Social brain
• Patterning or relating creates meanings
• Both focused peripheral
• Developmentally based
• Challenge needed but not to point of being
  threatening

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Connecting with Brain-Based Learning

• Transforming concepts into movement
  interactions
• Team work socialization
• Combing movements patterns
• Creating both conscious unconscious thought
• Age appropriate lessons developmental
• Creating movement challenge, but is fun not
  threatening

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Similarities between the Theories

• Developmental - ZPD Brain-Based Learning
• Multisensory - MI Learning Styles
• Social - Cooperative Learning Brain-Based
  Learning
• Interactive - Experiential Brain-Based Learning
• Patterns Relationships MI Brain-Based
  Learning