This document outlines a workshop on using human movement and dance in the classroom. The workshop will include a presentation, activity, group work, group presentations, and wrap-up. Integrating movement can benefit kinesthetic learners and increase engagement. Studies show dance can improve attitudes towards academic subjects, address behaviors, and provide alternative forms of assessment. The workshop models using movement to teach concepts like insect metamorphosis. It encourages teachers to consider all learning styles and intelligences.

1. CEBU INTERNATIONAL SCHOOL
Physical Education Department
Human
Movement
in the
General by
Adela Mae Alguno
Classroom and
Jaydil Hermias

2. Objectives :
 Use creative movement and
dance as teaching tools in
the classroom
 Integration of activities
within the instructional day
will meet the needs of a
variety of learners especially
kinesthetic learners in a
more meaningful manner.

3. What to expect from the Workshop?
 9:15–9:25 Powerpoint Presentation
 9:25–9:45 Workshop Activity
 9:45–10:05 Group Work
 10:05–10:15 Group Presentation
 10:15–10:20 Wrap up / Cool down

4. Teacher’s Flexibility in Class
 To meet the needs of
the kinesthetic
learners, teachers
often add quick
movement activities
between lessons to
allow children an
opportunity for
movement.

5. Effects of Dance on
Academic Learning
 Werner (2001) revealed that integrating
dance in math classes significantly
increased positive attitudes toward math
in students in second through fifth grades.

6.  Grant’s (1985) study of the use of
kinesthetic approaches to teach young
children at-risk also pointed to the
benefits of incorporating movement for
instructional purposes.

7. Grant used kinesthetic
approaches with first-
graders to teach
reading and writing
skills relying heavily
on motor skills and
the use of gestures in
addition to auditory
and visual stimuli.

8. “Not only did the kinesthetic method prove
to be more effective, but much more
enjoyable for the students as well. The
physical movement of this method causes
such a strong attraction for the young
child.”

9. Effects of Dance on Behavior
 Griss (1994) discussed the ability to take
disruptive energy and make it creative.
When creative energy is aligned with
learning objectives, a positive environment
is created. Many children who exhibit
behaviors that challenge their teachers
may be kinesthetic learners.

10.  Dance is beneficial for students who have
difficulty expressing themselves orally or
in writing.

11. Effects of Dance on Assessment
 An additional benefit to adding movement
and dance activities to the classroom
involves the creation of alternate forms of
assessment.

12.  Dance represents a very expressive form
of communication between a dancer and
an audience. As such, it is a useful tool to
evaluate the expression of a student’s
understanding of class content.

13.  Lee (1994) wrote about allowing a student to
dance her understanding of class concepts.
 Lee’s college student was able to use her
strengths to demonstrate her understanding of
the differences between consultation and
collaboration.
 The student’s performance proved to be a very
powerful experience for all of the students in
her class.

14.  Teachers who have included multiple
intelligence theory in their classrooms
easily could add experiences such as these
to allow their students new ways to
demonstrate a clear understanding of their
own learning.

15.  To use dance as a legitimate form of
assessment, teachers need to develop
appropriate scoring rubrics aligned to
standards, benchmarks, and goals.
 Teachers must purposefully and clearly
state expected outcomes as they design
rubrics so that they can objectively
evaluate their students’ performance.

16. Table 1. Character Analysis
3
 External character traits (physical attributes & actions) and internal character traits (personality,
motivation, & relationships) of the character are evident and clearly portrayed through the movement
phrases performed
 Primary complications/problems dealt with by the character are accurately portrayed through
movement phrases
 Organization is strong and contains well developed movement phrases and transitions; themes are
clear and evident
 Movements chosen match what they were supposed to portray
2
 External character traits are evident in the movement phrases performed and some attention has peen
paid to internal character traits, however the focus is on external traits
 The main problem in the story is evident through the movements used, but other complications are
not evident
 Several important movement phrases are present and well sequenced, but transitions are needed
 Some movement chosen match what they are supposed to represent, others seem very contrived or
mismatched
1
 Only external character traits are present in the movements used
 Some aspects of the story are present in the movement phrases, but they did not contain the primary
complication/problems faced by the character
 Sequence of movement phrases is difficult to follow and lacks clear organization
 Movements chosen often are not a good match for what they are supposed to represent

17. Topic integrated with
Human Movement
 Insect metamorphosis lesson and
observations of caterpillars and butterflies
First Section: entrance to the stage- caterpillar would move heavy, indirect & slow
: students perform a wringing movements with their bodies
Second Section: forming of chrysalis followed by stillness
Final Section: end with a way to leave the stage the way a butterfly would move –
light, fast and using flicking movements as they flit across, then off the stage.

18. Who am I with?
A B C
Rae Lianne Jeralyn
Khristine Rosalie Joel
Clara Sandee Emily

19.  MATH – “Counting Song”
 SCIENCE – “Sugar Song”
 ENGLISH – “Verb Song”

20.  We need to push
ourselves further to
think of creative
ways to meet
learning standards
and the many ways
that children
demonstrate their
intelligence and
understanding.

21.  Attention must
be paid to all of
the intelligences
our children
possess and to
all of their
learning styles.

22. Dance is
important to
incorporate into
our inclusive
classrooms if we
want to meet the
needs of more
diverse groups of
students.
STACEY N. SKONING
Teaching Exceptional Children Plus
Vol 4, Issue 6, July 2008

23. Thank you and
keep those
bodies moving in
classroom…
