Multimodality and Embodied Learning in Communities and Schools
Edited By Mira-Lisa Katz
1. Growth in Motion: Supporting Young Women’s Embodied Identity and Cognitive Development Through Dance After School
COGNITIVE AND ATTITUDINAL BENEFITS OF ARTS AFTER SCHOOL
Growth in Motion
Supporting Young Women’s Embodied Identity and Cognitive Development Through Dance After School1
Dance is many things to many people. It can be a discipline, a practice, a ritual, an exercise, a form of prayer or meditation, a kind of storytelling or seduction, or a medium for artistic expression. In addition to being a powerful means of knowing oneself and communicating with others, dance can also support cognitive and developmental processes and identity formation.
In response to a friend’s whimsical suggestion in 1977, I started taking classes in modern dance, ballet, and a form of classical Indian storytelling dance called Kathak. Having come to dance as an older teen, I later became intrigued with how activities outside of school can inform classroom-based learning. Given the number of choices young people have for how to spend their time outside of school, I wanted to learn more about what motivated the young women with whom I dance regularly to dedicate several days each week to their art.
As a language and literacy educator since 1991, I have worked with adolescents and adults in a variety of school, college, workplace, and community settings. Several years ago, in an effort to weave my dance and academic universes together, I began to explore the world of dance as an educational researcher, hoping to unveil the distinctive dimensions of embodied learning, that is, how we learn and know...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.