Abstract
ABSTRACTThis storied account details a reflective inquiry of dance as an instructional tool in a preservice teacher training program. The case study follows a children’s literature class as they use movement/dance as a way of making meaning in teacher selected literature. Student teachers learned basic movement concepts through BEST (Body, Energy, Space, Time). Following the Kennedy Center definition of arts integration, the participants examined how dance/movement could be used to make meaning in a literary context. They were taken step by step through one way of integrating movement/dance and text, and then led a small of groups of fifth graders through the same or similar process. Through an examination of their responses to journal prompts, and classroom discussions, this article highlights the journey of understanding embarked upon by both the researcher and the participants.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
