This research highlights a K-5 dance artist-in-residence as a form of democratic and exemplary dance education that ignited collaboration, promoted equity, fostered student autonomy, and demonstrated rigor in school curriculum. Through examining observation, interview, and performance-based data and calling upon critical, democratic education…

Disciplinary literacies in dance and drama are underrepresented in classrooms and in scholarship, especially at the elementary level. The purpose of this qualitative case study was to examine how preservice teachers constructed meaning of the disciplinary literacies in dance and drama. The theoretical framework guiding this study was drawn from…

Describes why and how to make movement part of the teaching routine to enhance the curriculum. Information is presented on movement logistics, managing movement, and music. The article explains how to integrate movement activities into specific science, social studies, math, and language arts units at various elementary school levels. (SM)

This book illustrates why and how movements and dance are powerful tools for learning and creativity in K-6 classrooms. Designed to be a workshop on paper, the book helps teachers build on what they already know about movement and implement techniques that tap into children's natural interest in moving. Chapter 1,"Moving To Learn," explains the…

Dance educators must define the concepts that distinguish dance from other disciplines and other forms of movement. Dance makes use of space, time, and force to become a distinctive art form involving kinesthetic perception and emotional self-expression, as well as motor skill development. (PP)