Why should classroom dance and creative movement be integrated into science, social studies, math, and language arts?

Dance and creative movement should be integrated into science, social studies, math, and language arts because it teaches students to move and communicate with intuition and purpose - this is a skill that can be transferred to all areas of academic curriculum. Students find original ways to think because there is not really a right or wrong when it comes to movement. Units on movement help to build focus, self-control, self-confidence, and confidence. Because a student is allowed to freely express themselves through movement, they have an idea of what they want to achieve in their mind and will work harder to satisfy that. When they have their final product (the dance), because it is something they created they are more likely to be proud of it and that naturally boosts their confidence. Studies show that body-kinesthetic intelligence increases thanks to spacial intelligence. Probably the most striking reason to integrate dance across curriculum is because it can be more appealing to traditional confrontational sports physical education.

When it comes to math, students can practice geometry concepts by  or measuring lengths by steps. Dances, songs, and science all pair well together; The Bone Song can be paired with a dance as a way to learn about anatomy. Just as students go through multiple rough drafts before developing their final draft in language arts, the same goes for dance. Students can take poems or short stories and summarize them through group or individual movement. Adaptations can be made to shift this lesson to accommodate social studies. Movement can be used as a tool to help students understand other cultural traditions by studying how different cultures dance; they can express their own culture through dance as well.

What do teachers need to know to integrate dance and movement for learning purposes?

Dance and movement are integrated into almost every aspect of our culture, along with music and design, we just don't see it as present in the classroom so once again integration can help bridge the gap between the classroom and life outside of school. It can serve as a way for students to burn off some energy, forget about anything that's bothering them, and help them refocus on other tasks. Dance and movement help promote creative inquiry and develop complex ways of thinking. This can be achieved through imagination and visualization. Soft skills such as respect, work ethic, cooperation, and sensitivity are all strengthened when working towards a common goal in a group setting.

Teachers also need to understand that some students may not like the connotation that the word “dance” carries, so “movement” can be used interchangeably. Starting small and simply, possibly utilizing a chunking technique, will help students feel that what they are learning is manageable. Teaching by showing may have a better response than teaching by telling, because after all dance is mainly kinesthetic. When a student has “dancers block”, it is our job to guide them with questions to help get their imaginations stirring.  We never know what a student will grow up to be, so we must encourage their growth and foster any talents they have. What we teach is a reflection of who we are and where our values lie, we need to be sensitive and open to others. Dance and movement should be exciting, enriching, and something that the students look forward to.

How can classroom teachers collaborate with dance specialists to plan robust integration?

The first place to look in your school to help integrate dance is to a fellow staff member -  more specifically, the physical education teacher or dance teacher. Local dance artists may be able to assist in planning as well as teaching, as long as it is cleared with the school in advance. College students who have a concentration in dance or are studying it can also be a great resource, even the teachers of these classes can be great to call upon for inspiration. Once a connection is established, networking can begin and the integration can only improve. Integrating dance and movement as a supplement should be exactly that, a supplement to other subjects. It would be efficient to plan out dance lessons ahead of time and determine what fits in with certain lessons and standards.