Why Dance Literacy?

Conceptualizing Dance Literacy: A Critical Theoretical Perspective on Dance in School

“…Consequently, the assumption in this article is not that dance is the only way to highlight bodily modes of meaning in literacy education, but one way among many. Ultimately, people learn when engaging in movements, and when people engage in dancing, they not only use several modes of meaning (Dils, 2007b;Hanna, 2008;Notér Hooshidar, 2014;Riggs Leyva, 2015), but also engage in bodily learning practices in which body and mind work together to create bodily knowledge.…”

“…When dancing, students' dance experiences are often seen as the only knowledge gained, and dance educators are continually forced to motivate dance in relation to other ways of acquiring knowledge in school (Leonard & McShane-Hellenbrand, 2012;Stinson, 2001). Often overlooked is that dance can be integrated in all subjects in school (Cowan & Albers, 2006;Dils, 2007b;Gilbert, 2005;Hanna, 2008;Jones, 2014;Lussier, 2010;Snowber, 2012). Students are enabled to reach a deeper understanding of concepts and ideas if the curriculum is embodied -regardless of the subject being taught (Snowber, 2012).…”

“…It must also be noted that the concept of dance literacy has encountered criticism for its combining of dance with the literacy metaphor. When delivering a conference paper, Dils (2007b) was met with curiosity that dance literacy, perhaps somewhat inappropriately, is too close to language and reading. However, her intention in using the literacy metaphor was to broaden the understanding of dance and not to undermine dance as an art form.…”

“…This article presents a conceptual overview of dance literacy and proposes a model for dance literacy in school contexts. Several researchers advocate the relatively new concept of dance literacy by arguing that emphasis on students' dance literacy can illuminate bodily learning in school and help educators recognize that dance is connected to bodily knowledge (Dils, 2007b;Hong, 2000;Jones, 2014;Riggs Leyva, 2015). However, the meaning of the concept is often left undefined (Curran, Gingrasso, Megill & Heiland, 2011).…”

“…Dance can contribute to students' learning in several ways; for example, by developing students' academic, collaborative, creative, motor and social skills and multiple literacies (Anttila, 2013;Keinänen, Hetland & Winner, 2000;Leandro, Monteiro & Melo, 2018;Leonard, 2012;Leonard, Hall & Herro, 2016;Lobo & Winsler, 2006;McMahon, Rose & Parks, 2003;Moore & Linder, 2012;Svendler Nielsen, 2009). However, there is a dearth of research on dance in school (Anttila, 2013;Anttila & Svendler Nielsen, 2019;Bonbright, Bradley & Dooling, 2013;Bond & Richard, 2005;Dils, 2007b;Hanna, 2008;Leonard, 2012;Leonard & McShane-Hellenbrand, 2012), and there seems to be no clear consensus on what dance literacy means for bodily learning, especially in primary and secondary education, where dance does not feature in the curriculum. In attempting to fill the research gap, the article approaches dance literacy in school contexts through a critical theoretical lens and contributes with knowledge about what dance literacy entails for bodily learning in school.…”