| Description |
Lack of validation of students' emotions and of holistic approaches to learning is a common concern at schools leading to withdrawal from school and learning. An effective instrument to fill in this gap is the use of dance by engaging students' heads, hearts and bodies in classrooms. This study utilized qualitative research techniques to explore what happened during a 4th grade ArtsBridge residency at Woodrow Wilson Elementary in Salt Lake City, Utah. My research question was: How can a dance based curriculum foster emotional intelligence and holistic learning in Woodrow Wilson Elementary students. Four themes emerged from my observations: Community of Learners, Dance and Holistic Learning, Emotional Intelligence. My observations were focused on looking at the effect and impact of dance in elementary classrooms. My findings showed that children were more engaged, focused, and participated more when moving the body. They demonstrated self-awareness during dance activities and self-reflection circles. They seemed to retain information through the connection of body movement and verbal communication. |
