Dance and the quality of life at schools: A Nordic affiliation

TY - CHAP

T1 - Dance and the quality of life at schools

T2 - A Nordic affiliation

AU - Anttila, Eeva

AU - Svendler Nielsen, Charlotte

N1 - CURIS 2019 NEXS 092

PY - 2019

Y1 - 2019

N2 - This chapter addresses how dance can foster quality of life at schools. We discuss dance as embodied learning, a topic explored previously as individuals, and introduce Martha Nussbaum and Amartya Sen’s “capability approach” into dance education research. We argue that these theoretical perspectives give depth to the often-claimed educational value of dance, and afford understanding of conditions related to dance and quality of life. The chapter presents insights from ongoing dance education research projects in Nordic public schools, drawing on qualitative data from a 5-year dance education project in Finland and a 1-year pilot study, DanceMath, in Denmark. Our collaborative analysis suggests that dance can generate a positive ethos that enhances quality of life at schools. The chapter concludes with critical reflection on how the capabilities generated by dance as embodied learning might extend beyond subject areas and beyond the school world. These capabilities are related to being together and living together, to accepting oneself and others, to creativity and collaboration, all skills that can enhance quality of life at schools.

AB - This chapter addresses how dance can foster quality of life at schools. We discuss dance as embodied learning, a topic explored previously as individuals, and introduce Martha Nussbaum and Amartya Sen’s “capability approach” into dance education research. We argue that these theoretical perspectives give depth to the often-claimed educational value of dance, and afford understanding of conditions related to dance and quality of life. The chapter presents insights from ongoing dance education research projects in Nordic public schools, drawing on qualitative data from a 5-year dance education project in Finland and a 1-year pilot study, DanceMath, in Denmark. Our collaborative analysis suggests that dance can generate a positive ethos that enhances quality of life at schools. The chapter concludes with critical reflection on how the capabilities generated by dance as embodied learning might extend beyond subject areas and beyond the school world. These capabilities are related to being together and living together, to accepting oneself and others, to creativity and collaboration, all skills that can enhance quality of life at schools.

KW - Faculty of Science

KW - Dance

KW - Quality of life

KW - School children

KW - Dance education

KW - Dance as embodied learning

KW - Young people

KW - Children

U2 - 10.1007/978-3-319-95699-2_19

DO - 10.1007/978-3-319-95699-2_19

M3 - Book chapter

SN - 978-3-319-95698-5

T3 - Social Indicators Research Series

SP - 327

EP - 345

BT - Dance and the Quality of Life

A2 - Bond, Karen

PB - Springer

CY - Cham, Switzerland

ER -