Dance and
Movement
WHY MOVE?
• Our bodies are designed to move.
• Some people think best when they are moving.
• To engage diverse types of learners fully –
kinesthetic learners or sleepy ones!
• To deepen understanding.
• To experience a subject from a new perspective,
using kinesthetic intelligence.
• To develop creativity.
• To foster community.
• To rest, recuperate and refocus.
• To invigorate the body – exercise for health.
• To have fun!
Bodily/Kinesthetic Modalities
• Bodily/kinesthetic intelligence deserves the
same curricular attention that other
intelligences receive (Gardner, 1993).
• The curriculum must address the various
modalities that bodily/kinesthetic intelligence
presents.
• Research about the brain confirms the
importance and significance of
bodily/kinesthetic development (Jensen,
2001).
• Bodily/kinesthetic intelligence develops in
stages.
Bodily/kinesthetic intelligence
• presents itself in many domains in the
early childhood classroom.
• manifests itself in a variety of forms.
• Children may have a preference,
interest, or ability in one form of
expression as opposed to another.
• can be categorized into three different
forms of expression: dramatic,
industrial, and recreational.
Dramatics
• encompasses domains such as dance,
drama, mime, theater, musicals,
choreography, media play, and
improvisation.
• is often neglected.
• the ability to role-play and use the
body in expressive ways is an
important part of bodily/kinesthetic
intelligence.
• can be encouraged through dance,
dramatic play, and expressive bodily
movements.
Industrial Arts
• arts refer to the functional aspect of
bodily/kinesthetic intelligence.
• includes woodworking, auto repair,
metalworking, construction, sculpting,
and design.
• makes a significant contribution to
healthy brain growth and promotes
self-confidence and mastery.
• can be encouraged by providing tools
for children’s use.
• A woodworking table encourages motor
manipulation, creativity, construction,
and design.
• An art center can provide the child
access to a variety of visual art
materials to encourage one-, two-, and
three-dimensional representations
using sculpture, paint, and paper.
• A discovery center can include radios,
telephones, computers, and appliances
for children to take apart.
Recreational arts
• includes exercise, rough-and-tumble
play, games, scavenger hunts,
adventures, obstacle courses, and
sports.
• involves enjoyment.
• can be incorporated through choice
during free play or through organized
adventures, competitions, and games,
such as scavenger hunts, games, and
obstacle courses.
Significant impact
on the developing brain
Dramatic arts:
• develop creativity, improve self-concept, aid
in ability to follow directions, improve timing
and coordination, encourage expression,
increase social skills, and encourage
emotional attunement.
• development of cognition and activate the
systems that control memory and attention.
Industrial arts :encourage memory,
visualization, cognition, and intrinsic
motivation, which improve and
coordinate brain function.
Recreational arts : allow the brain to
relax.
An integrated arts program increases
cognitive performance and helps more
children reach appropriate grade-level
expectations.
WHEN TO USE MOVEMENT
in Classrooms
• Movement for Movement’s Sake – to
communicate, create or for recreation
• Breaks – to relax, recuperation, or ‘refocus’
• Lesson Enrichment – to reinforce
content and its understanding through
active learning
• Transitions – to transition between
classroom activities or within the school
building
Group Games and Structured
Movement Activities
• promote both fun and learning for the
student.
• promote a positive environment for the
classroom.
• great way for an educator to bring
movement into the classroom without
having prior experience in movement
or dance.
Benefits of Fun and Laughter:
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Boosts immune system
Exercises muscles
Releases tension
Stimulates creativity
Types of games: Circle games, Rhythm
games, Chasing games, Sensing
games, Mental games Strength games,
Games to break awkward silences