A year ago AD4L was launched as a mode of promoting the connection between the science behind the movement (from the studies of sport & dance science) and dance teachers, students, and parents. To further broaden the scope of health & wellness in relationship to dance the ‘tagline’ for AD4L is being updated to the following:
“Promoting health & wellness in, and through, dance.”
Why the change?
Health & Wellness is no longer solely related to nutrition and how often one works out at the gym. With the current health trends we, as educators (classroom & studio alike), need to (must) rethink how and what we promote as physical activity.
Presenting at a recent arts in education conference health & wellness panel I concluded my presentation feeling that I hadn’t shared my views specifically on how and why dance can be a method of promoting physical activity in today’s youth.
(this is me, getting up on my soapbox…bear with me)
In this teachers view, dance is one of the most malleable, flexible teaching tools available. We have more dance classes and performing arts programs in our schools now than ever before; Preparing performances and assemblies, we also have more of these groups participating in competitions & festivals. More provinces also have specific dance curriculum within both arts and physical education. Isn’t that enough?
Perhaps we are limiting ourselves, and the discipline of dance. We tend to hold dance within the boundaries of the discipline and the starkness of the studio & space setting, ultimately excluding those with less movement experience and natural ability for dance.
Everyone can connect to dance in its most basic form and structure – space, body, effort, & relationship awareness. The beauty of approaching dance from this perspective is that it can be applied to virtually any subject– math, history, science, english/literacy, geography, physical education, music, etc. Most importantly – this perspective of dance is also extremely adaptable to individual needs and abilities.
The recent addition of programming to AD4L (Dance-Ability programs) is based on this notion. Taking these concepts of movement and wrapping them around more formal dance disciplines to create a dance environment which can be molded to the needs of the individual and the group.
What I wanted to say to the educators at the arts conference (gotta love hindsight)…
Let’s step away from the notion of [the joy of] dance being held captive within the boundaries and limits of the formal dance disciplines, stark studios and spaces, and bring dance [movement] into our everyday teaching. take a moment to explore lessons through movement and encourage students to incorporate music & movement in their presentations. Avoid leaving the task entirely up to the music & dance teachers. Dance (& creativity) teaches students how to take a risk, to put all of your effort, creativity, and thought into a movement/performance. Challenging ourselves as educators to bring a movement perspective to our teaching will not only bring a new dimension of learning to students, but will also provide our youth with a new lens to view the benefits of physical activity for daily life.
Here are some example of how using movement more actively in our classroom teaching can affect a child’s health and perspective on wellness.
Let’s look at the dimensions of health:
Physical: On a physiological level, movement = increase in endorphins (which make us feel good & gives an energy boost). When we move we take in more oxygen (energizing our blood and therefore the brain as well). For youngsters, often this activity reinforces and creates more opportunity to develop the crucial psychomotor skills necessary to participate in all forms of physical activity (for life!).
Emotional: See point regarding endorphins above… increasing our energy puts us in a more positive mindset. Dance & movement in a less formal setting reinforces positive, healthy, respectful ways to express our emotions. Confidence and self-worth increase when we repeat this activity.
Spiritual: Regardless of your belief system, when we feel better about ourselves we see our world in a more positive light. When we make this action part of our daily lives we instill this positive perspective throughout the whole of our lives – at home and at school.
Intellectual: Fostering active learning through the creative arts provides problem-solving (critical thinking!) challenges for students (& teachers). Challenging our cognitive skills and encouraging the development of critical thinking.
Social: Children & youth of all abilities moving together, learning together, presents a myriad of social learning opportunities. Learning to work together as a team, being respectful of everyone’s ideas & stories, giving each participant the opportunity to contribute to the final product – all worthwhile and important social skills.
Occupational: Essentially being a student (at every age) is a form of occupation. We prepare for it and spend a large part of our day doing work that is delegated to us by our teachers. Making it an active experience makes the process much more enjoyable, and therefore going to ‘work’ is a more pleasant and enjoyable part of our day.