Abstract
ABSTRACTThis article highlights an experience of implementing service learning activities and philosophies in a university choreography class. Over the course of the spring 2016 semester, my undergraduate choreography students created and facilitated dance workshops with middle school dance students at a magnet school in Lubbock, Texas. These workshops aimed to use movement invention and dance improvisation exercises to stimulate and support individual strengths and leadership qualities in the middle school students. Dance service learning activities and the connections made between the university and middle school students heightened creative and critical thinking in both groups. By introducing service learning practices in the higher education choreography classroom, educators can support community engagement as well as prepare university students for future careers in teaching dance to children and working with their surrounding communities.
Published Version
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