Dance

Title: Dance
Creator: Beck, Gavin; Sellars, Maura
Relation: Numeracy in Authentic Contexts : Making Meaning across the Curriculum p. 117-142
Relation: https://www.springer.com/gp/book/9789811057342
Publisher: Springer
Resource Type: book chapter
Date: 2018
Description: An equitable curriculum is one that acknowledges the natural mind-body relationship, which characterises how human beings think and operate in the world (Henriksen et al. 2015). It involves embodied learning and thinking strategies that place the physical body back into education, through carefully designed learning experiences that allow knowledge a place to be stored, a place to be extracted from, and a place to be exhibited through (Barbour and Ebrary Academic Complete International Subscription Collection 2011). To participate fully in activities that promote these actives and provide these learning opportunities, students need to engage with several mathematical concepts. Irrespective of the diversity and difference found in student cohorts, the benefits of dance and movement, and the potential for creativity, experiencing dance is not possible without the embedded mathematics that can be identified as numeracy competencies.
Subject: dance integrated pedagogy; students; curriculum; learning opportunities
Identifier: http://hdl.handle.net/1959.13/1409205
Identifier: uon:35963
Identifier: ISBN:9789811057342
Language: eng

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