Dance/Movement and Embodied Knowing with Adolescents

Abstract

This chapter explores the role of dance, dance/movement therapy’s core principles, and creative/expressive arts in the psychoeducational development of students in grades six–twelve. Three secondary-school programmes are highlighted: Creative Dance, Creating a Peaceable School, and Mentors in Violence Prevention. These programmes address major adolescent challenges, such as self-esteem, relationship building, empowerment, and bullying prevention, in addition to the promotion of respect for differences and the creation of a supportive community. Examples from these programmes are explored to illustrate how dance, dance/movement therapy principles, and the creative/expressive arts can be used to support secondary-school students’ physical, cognitive, social, emotional, and relational growth. As students experience an embodied form of learning and knowing, the process leads to a more mindful and integrated understanding of themselves and others. The theoretical models that serve as the foundation for this work are discussed along with the results of the school-based evaluations conducted within each programme.

The Role of a Creative Movement / Creative Dance Interventional Program About Social Relationships, Between 5th Grade Students: An Experimental Study

“…Movement seems to be a concept inextricably linked to human nature, something that manifests itself naturally and in various ways in childhood. Such a manifestation is found in children's efforts to express themselves (Beardall, 2017;Brinson, 1991;Raptis, 2018;Ünlüer & Zembat, 2019). The importance of movement / dance within education lies on the need to develop self-knowledge and perception in order to make learning more efficient.…”

“…Creative movement / creative dance is a field where the expression of thoughts, ideas and emotions find a way out, through the body (Beardall, 2017;Bergstein Dow, 2010;Lykesas, 2017). It is not about memorization of specific dance steps rather, it is about what moves us and what do we want to express through movement (Brinson, 1991;Raptis, 2018).…”

“…It is not about memorization of specific dance steps rather, it is about what moves us and what do we want to express through movement (Brinson, 1991;Raptis, 2018). Creative movement / creative dance utilizes simple, everyday movement by giving emphasis on kinetic peculiarity and idiosyncrasy and not on kinetic ability and skills (Bannon & Sanderson, 2000;Beardall, 2017;Laban, 1975;Oliver, 2000;Raptis, 2018;Warburton, 2011). In that way, focus is given on individuals' effort to act on their own, to experiment and make fruitful criticism, developing the spirit of teamwork but also of individual initiative (Paesani, 2020;Raptis, 2018;Shreeves, 1994).…”