About Education Through Movement

Education Through Movement

"What's a cow's favorite kind of dance? Creative mooooovement!"

Sadie Cambray (age 3)

The program I have developed -- teaching movement, dance and drama to young children is called "Education Through Movement." The exploration of movement, dance and drama can enhance the overall education of the young child by integrating the workings of mind and body.

"Education Through Movement" offers many possibilities for enhancing cooperative learning experiences. Chances for failure are lessened because young children draw from their own resources while learning. This is a way to introduce dance, movement and drama to young children in a nurturing environment. This program fosters self-esteem, stimulates problem solving and offers a dynamic creative outlet for developing young children, while focusing on mind and body connection.

My approach is conceptual. By using word cues, I work with children to respond from their own understanding and imagination. I am looking for the child's creative response, rather than asking that the child copy my movements.

I use the tools of dramatic storytelling, song and music to help build an environment conducive to exploring movement and drama. That situation is fun, organized and disciplined at the same time. Class time is structured by opening with a circle, informing the group of the ideas and concepts to be explored, warm-ups, stretches, work on the idea for the day and closing in a circle. Attention to each child's individual concerns is a priority.

In class, I introduce the elements of dance: space, time, energy and how the body uses these elements when making dances. This is done in a manner and language understandable to young children.

Basic locomotor patterns are explored: walk, run, gallop, jump, slide, hop, skip, leap. (Locomotor patterns are introduced in an age appropriate manner.) Body movements are explored: bending, stretching, turning, twisting, swinging, swaying, pushing, pulling, rising, falling. Attention is given to using space, how the body makes still and moving shapes in space. Time is dealt with by exploring beat and rhythm, tempo or speed of movement, length or duration of movement, accent of the movement. The element of energy in dance is studied, i.e., weight, balance, strength, flow.

A substantial amount of time is devoted to imaginative stories which I tell the children as they move. They are given the opportunity to pretend, day dream about fantastic places, i.e., "jelly blue glue planet," "the land of pink ink," "zig-zag land."

Learning through movement and drama can be an exciting, fun and stimulating way to explore the world. The teacher has much to learn from the child, in the process of teaching. Respectful communication from adult to child, child to adult, and child to child makes an environment conducive to learning and growing. Facilitating opportunities for creative expression in young children fosters self esteem, awareness and respect for others.

-- Donna Peckett

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