Journal of Experiential Education, volume 44, issue 3, pages 277-292

Creative Dance as Experiential Learning in State Primary Education: The Potential Benefits for Children

Publication typeJournal Article
Publication date2020-11-03
scimago Q2
SJR0.553
CiteScore3.2
Impact factor1
ISSN10538259, 2169009X
Education
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.

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