The document discusses the benefits of creative dance in education. It argues that creative dance allows students to increase their strength, agility, and coordination while also fostering creativity. Through creative dance, students are encouraged to create their own choreographies rather than just learn set dances. This open-ended creativity carries over to other subjects as well. The creative process involved in dance helps to facilitate learning in other core subjects through memorization, kinesthetic learning, problem solving, and imagination. Working collaboratively in dance builds communication, teamwork, and self-confidence in students.

1. WHY CREATIVE
DANCE?
B Y K A R I S S A A L L G O O D

2. There are few people who initially understand the
benefits of dance in an educational setting. Critical
thinking, problem solving, decision making, kinesthetic
learning, imagination, core subject integration, and
communication are all part of the creative process as
well as reasons why creative dance should exist in your
schools and community.

3. WHAT IS CREATIVE DANCE ALL ABOUT?
• Teaching dance in schools not only allows students an opportunity to
increase their strength, agility, and coordination, but also becomes a
catalyst for creativity.
• Often times, children are taught how to get the right answer and very
few times are they encouraged to create their own. Creative dance
encourages and inspires the creativity of students. They are taught to
use concepts and techniques from the elements of dance to
choreograph on their own.
• Giving students the opportunity to create on their own opens windows
for endless ideas and possibilities. As they become more creative with
their ideas in the dance room, that same creative thinking will carry over
into other subject areas.

4. • Creative Dance can be integrated with others core subjects as a way to
facilitate memorization, kinesthetic learning, problem solving and
imagination.
• “Dance can communicate ideas, processes, feelings, experiences,
memories, dreams and hopes.” –Karen Kaufmann
• Throughout the creative process, students are asked to work in groups
as well as perform in front of each other. This provides students with
opportunities to gain self-confidence and let go of insecurities.
• Communication, teamwork, unity, and self-discipline are present in a
creative environment. This type of environment enriches a school and
builds a strong foundation for creativity in learning.

5. 5 Steps of the Creative Process Explanation/Application
1. Students are taught a movement concept or
idea
It is always better for students to start with
something rather than nothing.
2. Students explore the concept or idea The student starts to take that concept and
move with it. They try to explore different ways
in which the concept can move. (IE: How can you
leap while changing the position of the upper
body? The lower body? The direction you are
facing?)
3. Students begin to form a structure or
sequence based on their exploration
This can be done through multiple modes
including a solo, duet, group sequence, add-on
sequence, class sequence, etc.
4. Students are challenged to think of new ways
to do their sequence
This includes making decisions, changes,
refinements, and alterations to better their
creation.
5. Students perform their sequence They might perform in front of another group,
the class, the school, parents, etc.

6. This basic dance teaching outline only begins to show how the
creative process can influence creative learning. There are many
more benefits that come from using a creative approach in
education. As we as teachers and educators use the creative
process, students will be able to gain the skills necessary to
create and think more creatively. They will benefit from all the
factors that come from a creative environment, gain confidence
in themselves, and be able to further reach their greater
potential.

7. References
• Gibb, Sara Lee. "Dance-an Integral Element in Education." 9-10. Print.
• Kaufmann, Karen A., and Jordan Dehline. Dance Integration: 36 Dance Lesson Plans for
Science and Mathematics. N.p.: n.p., n.d. Print.
• McCutchen, Brenda Pugh. Teaching Dance as Art in Education. Champaign, IL: Human
Kinetics, 2006. Print.