Dancing and Learning Natural Sciences: Aesthetics, Embodied Knowledge, and Classroom Interaction

By Paul Moerman.

Published by The International Journal of Science, Mathematics and Technology Learning

Format Price
Article: Print $US10.00
Published online: July 8, 2016 $US5.00

In this article a teaching and learning program in natural sciences is presented, starting from the aesthetic expression of dance as an agent in the search for knowledge and meaning. The program was originally conceived as a joyful, effective, and threshold-lowering teaching method aimed at learners apprehensive about the subject of science curriculum, including students in teacher training. It has been further developed as a mode of visualizing learners’ previous knowledge and conceptual understanding and as the base for further investigation in the field. The program’s overall object is to establish an effectual interactive space of learning where sensorimotor activity and speech, aesthetic literacy, and scientific literacy are enhanced and interplay gainfully. Lesson observation data are presented, indicating intensive classroom interaction on a range of levels crucial to learning, as well as increased learning goals achievement. Suggestions are made for further investigation of teaching and learning modalities in the intersection of pedagogy and the arts and aesthetic and science literacies.

Keywords: Dancing and Learning, Learning through the Arts, Aesthetics in Learning, Multimodal Learning, Literacies, Teaching and Learning Sciences, Pre-K to Primary Classrooms, Teacher Education

The International Journal of Science, Mathematics and Technology Learning, Volume 23, Issue 3, September 2016, pp.15-32. Article: Print (Spiral Bound). Published online: July 8, 2016 (Article: Electronic (PDF File; 570.270KB)).

Paul Moerman

University Lecturer, Culture and Learning, Södertörn University, Stockholm, Sweden