Doing Curriculum: Inquiry and Experience at the Intersection of Dance and Social-Emotional Learning

Abstract

ABSTRACT Guided by the questions “What can a dance curriculum look like when it purposefully integrates social-emotional learning?” and “What can we learn from the process of designing curriculum at the intersection of dance and SEL?” we relate the experience of creating curriculum for early elementary students. We build on current literature and a theoretical framework to illustrate the connections between dance and SEL through descriptions of integrated modules based on the concepts of Individuality, Community, and Expressing Feelings. We reflect on the experience of doing curriculum and advocate for an understanding of curriculum as a process of active engagement and openness to change informed by the themes of intentionality, reflection, and experience.