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…