Dance has its own language, helping children see the world and their place in it. By encouraging critical and creative thinking, dance encourages children to delve into important questions and to investigate different ways of telling stories.
They (The Arts) offer us other ways of knowing and the opportunity to view knowledge as more than word-based. Young children instinctively realize this and move comfortably between different modes of expression to reveal their understanding and communicate that to others (Wright, 2012). For instance, they may talk about a “crunchy” dance, a “heavy” sound, or a “bossy” colour. Chapman & O’Gorman 2022
Literacy is more than just words. It’s about language and deeper ways of knowing and understanding.
In dance, the elements of dance (Time, Space, Dynamics, Relationship) are manipulated to create meaning. Through making and responding to dance we interpret, compare, explain, critique, assess and determine.
Teaching literacy in the dance classroom is therefore an organic part of the creative process.
The Institute for Arts Integration and STEAM identifies some of the ways dance links with literacy outcomes.
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Analyse dances and link themes to literacy learning
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As a differentiation tool as you link to texts
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Foster creativity in a classroom where students explore and take risks with their own work.
How can we link literacy and dance in the classroom?
Because World Book Day (7 March) and World Story Telling Day (20 March) are in March let’s start with how we link dance activities to books.
New release books you can link with dance activities
Soren’s Seventh Song by Dave Eggers
This lovely little book for the young children is about friendship and resilience. It is about a whale struggling with their creative process.
This is useful when children are learning about how they make their own dances. They learn that the first piece of movement may not be the finished product. Also, that being creative means that sometimes you have to accept that people’s opinions may be different to yours.
There is scope to tell the story about a dance rather than a song, using their own stories instead of Soren, the humpback whale. The bonus is that they get lots of animal facts as a part of the story.
The Labyrinth of Lost and Found (The Whisperwicks Book 1) by Jordan Lees (release date May 28 2024)
This is a chapter book aimed at 8 – 12 year olds. It is based on an eleven year old boy named Benjamin, who receives a doll that can transform into a monkey or a bird or anything! Hints of The Nutcracker in the beginning.
The story involves fantastic world-building and is a little sinister in parts which is compelling for this age group. It really provides great opportunities for transformation style dance activities with the children moving across different shapes and characters. This can form the basis for their own written ideas for transformation of characters.
Weathenworld, in which the main action is set, also presents a chance for discussions about set design, costumes, and site-specific dance that is placed in ‘other worlds’. These ‘other worlds’ can be created by the class. These discussions then link to other creative writing opportunities based on world-building.
There are plans for a new resource for Dance Teaching Ideas Premium Membership around these themes for later in the year.
Descriptive writing in a dance class
Dance can be used to create the initial picture than provides the stimulus for children’s descriptive writing. Movement can be used to create people, places, things, or events.
If you are exploring a poem invite the children to embody it with movement. Before they attempt to create their own, repeat the movement activity. You can start with an emotion, a colour, a picture or even a sound.
Expository text in a dance class
Informational writing about dance artists, dance companies, collaborating artists or the evolution of a particular social dance gives children an interesting entry into presenting facts, definitions and processes. The research supports their broader knowledge about the dance as a profession and gives them ways to explore different dance genres without having to be ‘experts’ at actually doing the movements.
These kinds of written activities or projects may link with International Dance Day. Or alternatively, research that support celebration activities during events such as Black History Month (USA) or NAIDOC Week (Australia).
Opinion text in a dance class
Giving opinions about their own or other’s dances give children the chance to give evidence, make logical links between ideas and use reasoning to support their point of view. This type of text can take the form of writing or speeches and impromptu discussions.
A clear understanding of how the Elements of Dance are used to make meaning in dance with support this style of writing. It gives students another style of vocabulary that can work alongside their emotional responses to dance.
Activity for interviewing in a dance class
Choose someone in the class whose dance you admire. Let’s interview them (ask them some questions) to find out about how they made or performed their dance.
Today I am interviewing ….
What is your favourite memory of making this dance?
Which movements did you enjoy the most?
What kind of dances would you like to do more of in class?
This information can be used in a range of ways in class. Speeches, written articles, single paragraphs and program notes can all be generated from this interview.
Final thoughts…
These are just some of the ways you can link dance and literacy in a meaningful way. Dance should not be seen as something ‘extra’ but rather as a part of how children learn about literacy.
Although dance is fun, it is not just fun. It gives children new ways of seeing and understanding the world.
References
Chapman, S.N., O’Gorman, L. Transforming Learning Environments in Early Childhood Contexts Through the Arts: Responding to the United Nations Sustainable Development Goals. IJEC 54, 33–50 (2022). https://doi.org/10.1007/s13158-022-00320-3
