University of Hertfordshire

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Original languageEnglish
Journaljournal of experiential education
Publication statusSubmitted - 25 Jul 2020


Background: Taking the UK National Curriculum as an example, creative dance is part of physical education classified as a foundation subject rather than an important core subject. Purpose: The article’s primary aim is to examine a range of literature exploring any potential benefits of the role of creative dance for children aged 3-11 years in mainstream state education to evaluate whether creative dance can be categorised as experiential learning. Methodology/Approach: The search included key words in several data bases. The analysis arrived at some potential benefits which can be framed within experiential learning. Findings /Conclusion: This section identifies some benefits of creative dance in socio-emotional, arts-based, transferable, embodied, physical, and cognitive learning. It concludes that conceptualising creative dance as experiential learning could support the consideration of it filling a more central role in the curriculum. Implications: This article breaks new ground in experiential learning re-contextualising the role of creative dance in children’s learning through reviewing some related literature. There is a claim to be made for creative dance to play a more central role in the curriculum when the benefits and its process are framed as experiential learning.

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