This article examines teaching strategies to empower metacognition through dance writing and collaborative dance making based on a project for middle school dance students at a Title I middle school during the Fall of 2020. This project draws on theoretical frameworks of critical pedagogy, intersectionality, and educational constructivism. Based…

This study measured the physical activity contributions of Dancing Classrooms on middle school students. Data were collected on 77 students from two large urban middle schools who wore Actigraph wGT3X+ accelerometers for 2 weeks during the program. Physical activity profiles were created to show participant heart rates and step counts. Focus…

Writing about the teaching artist practice should mean writing about art making. As both teacher and artist, the authors are required to be cognizant of their own art-making processes, both how it works and why it is important to them, in order to make this process visible to their students. They also need the same skills to write about how and…

Stories in the "ALT/Space" section of each issue of "Teaching Artist Journal" illustrate and document a wide variety of topics surrounding the work of teaching artists while simultaneously revealing some larger truths about what it means to be an artist who teaches. This particular section focuses on the process and realities…

This report examines the academic and civic behavior outcomes of teenagers and young adults who have engaged deeply with the arts in or out of school. In several small-group studies, children and teenagers who participated in arts education programs have shown more positive academic and social outcomes in comparison to students who did not…

This article provides a brief description of a dance program at the Old Donation Center Dance Education Program in Virginia Beach, Virginia. The mission of DSI--Dance Scene Investigation--is to nurture the full development of each student's dance potential through intense involvement in every aspect of the art. The program provides differentiated…

Dance as an art form is transformational to body, mind, and spirit. The author opines that public education would do just fine if dance was the "only" subject taught. This article presents the author's reflection on progress of dance in K-12 education. The author contends that progress in dance in K-12 education can perhaps be judged by the fact…

A history of the outstanding K-12 dance program in Vancouver, Washington, is provided, including various strategies used to promote its growth from a few pilot elementary schools through middle schools to an arts magnet high school. Numerous changes have been weathered by the professional dance staff, including certification challenges instigated…