Leading by Design: A Collaborative and Creative Leadership Framework for Dance Integration in P–12 Schools

Abstract

ABSTRACTThis article presents the Mentorship, Integrated Curriculum, Collaboration, and Scholarship (MICCS) framework as an applicable model for transformative, creative, and curriculum-based K–12 dance education and arts integration. Developed and practiced by the authors—an artist/educator, a classroom teacher, and an arts education scholar and former dance practitioner—this framework provides replicable guidelines for educators, professional and community partners, and administrative leaders. The MICCS framework encompasses (1) professional mentorship with artist/teacher collaborators, student teachers, and arts education scholars, (2) a framework for dance integration at K–12 schools involving curricular and pedagogical design for a range of contexts, from whole-school to individual classroom practice, (3) collaborative strategies, and (4) research and scholarship partnerships. The practice and presentation of this framework, along with past examples of residencies and research, stand as a form of creative leadership, merging creative arts and educational pursuits through dance.