In this article, we explore the transformational power of holistic studio culture in dance education, drawing from our personal experiences growing up in dance studios that engaged in community events and dance competitions. Unlike traditional studios bound by a single technique, our formative environments embraced a rich tapestry of dance…

In world music ensembles such as African and African Caribbean percussion ensembles, the Gamelan ensemble, and the Latin marimba ensemble, members may sing a song, play instruments, and dance simultaneously. This practice is known as music multitasking. For musicians in Western art music traditions, music multitasking can be a challenge. This…

The current study focuses on motor creativity in children by analyzing the factors related to teaching dance improvisation. A qualitative methodology is adopted to collect the expert dance instructors' conceptions of using dance improvisation in their teaching practice. Participants took part in semi-structured interviews that included questions…

Previous studies have shown that there is a positive correlation between attending music classes regularly and the development of executive functions. This paper discusses the results of a pilot study dedicated to determining the difference in the level of development of the components of executive functions (inhibitory control, cognitive…

Dancers in India come from a background that focuses on performance and are trained to teach the way they were taught. When such dancers join a K-12 space as dance educators, they need to find new ways of teaching dance and movement. The teaching strategies employed in a dance studio, institute, or under a guru vary immensely from the strategies…

By accessing creative portions of the brain through dance, Pre-K students can more easily learn math concepts like spatial awareness and critical math knowledge prior to formal assessment in elementary school. This early foundational learning creates educational equity by resulting in a month of additional math learning before ever stepping into…

This study aims to define Early Formal Education teacher competence in the learning of dance art in kindergarten in Malang. This study uses a descriptive design with quantitative and qualitative approaches. The population is kindergarten teachers in Malang. The sample uses a proportional random sampling technique that amounted to 15 kindergarten…

This paper explores dance as literacy. Specifically, it examines qualitative case study research findings and student examples from a dance artist-in-residence that explored curricular content using dance as its primary mode of enquiry and expression. Throughout the residency, students constructed meaning through their dance experiences in dynamic…

Research documents that the arts boost learning, build confidence, and motivate students to participate in class. How do we keep the performing arts alive in this era of increased accountability and decreased funding? Rekha S. Rajan sets the stage for a creative and practical solution with detailed, concrete examples of how to integrate the…

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…

This publication contains Arizona public schools' academic standards for kindergarten. The contents of this document include the following: (1) The Arts Standard 2006--Kindergarten; (2) Comprehensive Health Education/Physical Activity Standards 1997--Readiness (Kindergarten); (3) Foreign and Native Language Standards 1997--Readiness…