Creative dance as experiential learning in state primary education: The Potential Benefits for Children

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Abstract

Background: In the United Kingdom, creative dance is classified as part of physical education rather than an important core subject. Purpose: Taking the U.K. National Curriculum as an example, the article’s primary aim is to examine literature exploring the benefits of creative dance, for children aged 3 to 11 years in mainstream state education, to evaluate whether creative dance can be categorized as experiential learning. Methodology/Approach: The literature review included key words in several databases and arrived at potential benefits which can be framed within experiential learning. Findings/Conclusions: The findings identify benefits of creative dance in socioemotional, arts-based, transferable, embodied, physical, and cognitive learning. Conceptualizing creative dance as experiential learning could support it filling a more central role in the curriculum. Implications: This article recontextualizes the role of creative dance in children’s learning through reviewing related literature. Creative dance might play a more central role in the curriculum when the benefits and its process are framed as experiential learning.
Original languageEnglish
Number of pages16
JournalJournal of Experiential Education
Early online date3 Nov 2020
DOIs
Publication statusE-pub ahead of print - 3 Nov 2020

Keywords

  • benefits
  • children
  • creative dance
  • experiential learning
  • primary school

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