Moving Dancing Learning Connecting Dance with Popular Educational

Moving, Dancing & Learning Connecting Dance with Popular Educational Theories

Presentation Based on Work with Students • Transforming concepts into actions • Combining movements to create dances • Sometimes this work is known as arts infusion

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

Educational Theories to Be Discussed • • • Zone of Proximal Development Learning Styles Multiple Intelligences Experiential Learning Cooperative Learning Brain-Based Learning

Zone of Proximal Development (ZPD) • Key to Socio-Cultural Theory of Lev Vygotsky • Space between child’s developmental level & learning to be accomplished • Child’s experiences must match developmental level

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

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

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

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

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

Experiential Learning • • • Based on one’s experiences Students are actively doing Direct involvement Hands on learning Uses reflection & feedback

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

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

Connecting with Cooperative Learning • Teams create movements & dances • More appropriate for older students • Students learn to compromise & appreciation of peers

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

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

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