Teaching Areas at RAD by Kathryn D Pugh
Papers by Kathryn D Pugh
Evidence of transfer of learning is clear in neuroscientific research and in the exploration of v... more Evidence of transfer of learning is clear in neuroscientific research and in the exploration of various learning styles. However, dance has mainly been used as a teaching tool rather than an equal partner in interdisciplinary work in mathematics and dance. This article offers a brief introduction to such an equal partnership, established in an action research project in Canada, in order to teach both choreography and geometry in Primary schools
Dance has been used in recent years as a teaching tool to increase engagement and help children t... more Dance has been used in recent years as a teaching tool to increase engagement and help children to learn academic subjects. Drawing on my action research, this article introduces a true interdisciplinary partnership between mathematics and dance that proved to increase interest in both subjects, enhance learning in choreography and geometry and motivate students.
Conference Presentations by Kathryn D Pugh
Dancing Brains Dance as a key motivator for success in mathematics, 2018
A growing body of research supports the notion that dance enhances cognitive function as well as ... more A growing body of research supports the notion that dance enhances cognitive function as well as providing an enjoyable means of learning, as evidenced by recent news items and experiments such as that of Professor Michael Duncan of Coventry University as shown in the recent BBC documentary ‘The Truth About Getting Fit’ (BBC 50:43-57:00) where dance was declared “unusually beneficial” (Michael Mosley, 50:47) for the brain. Lynnette Overby, Beth Post and Diane Newman espouse the “bodies-on” nature of interdisciplinary dance stating that dance is:
Uniquely suited to support conceptual learning because the dance vocabulary is expressed in terms of the body, space, time, and force – concepts also fundamental to understanding the universe (2005, Preface xi).
Other scholars such as Anne Watson, Anne Green-Gilbert (BrainDance) and Eric Jensen, and on-going programmes such as Learning Through the Arts and Project Zero support the notion that dance is beneficial for the mind and useful as a means of interdisciplinary learning. In addition, neuroscience research shows that 85% of learners are predominantly kinesthetic learners (Jensen, 2010) and the President’s Committee on the Arts and the Humanities agrees that there are:
Documented significant links between arts integration models and academic and social outcomes for students, efficacy for teachers, and school-wide improvements in culture and climate (PCAH 2011 in Wheeler and Bogard 2013, p.4).
In my action research project carried out in Primary Schools in Canada, using a quasi-experimental approach and pre-/post data, it was clear that the increase in motivation to learn, along with increase in attainment was evident with students also enjoying both subjects more than they anticipated or experienced prior.
In this paper, therefore, I will explore the notion of an equal interdisciplinary partnership of dance and mathematics that increases motivation and enhances learning in both subjects.
Dancing Brains as a key motivator for success in mathematics, 2018
A growing body of research supports the notion that dance enhances cognitive function as well as ... more A growing body of research supports the notion that dance enhances cognitive function as well as providing an enjoyable means of learning, as evidenced by recent news items and experiments such as that of Professor Michael Duncan of Coventry University as shown in the recent BBC documentary ‘The Truth About Getting Fit’ (BBC 50:43-57:00) where dance was declared “unusually beneficial” (Michael Mosley, 50:47) for the brain. Lynnette Overby, Beth Post and Diane Newman espouse the “bodies-on” nature of interdisciplinary dance stating that dance is:
Uniquely suited to support conceptual learning because the dance vocabulary is expressed in terms of the body, space, time, and force – concepts also fundamental to understanding the universe (2005, Preface xi).
Other scholars such as Anne Watson, Anne Green-Gilbert (BrainDance) and Eric Jensen, and on-going programmes such as Learning Through the Arts and Project Zero support the notion that dance is beneficial for the mind and useful as a means of interdisciplinary learning. In addition, neuroscience research shows that 85% of learners are predominantly kinesthetic learners (Jensen, 2010) and the President’s Committee on the Arts and the Humanities agrees that there are:
Documented significant links between arts integration models and academic and social outcomes for students, efficacy for teachers, and school-wide improvements in culture and climate (PCAH 2011 in Wheeler and Bogard 2013, p.4).
In my action research project carried out in Primary Schools in Canada, using a quasi-experimental approach and pre-/post data, it was clear that the increase in motivation to learn, along with increase in attainment was evident with students also enjoying both subjects more than they anticipated or experienced prior.
In this paper, therefore, I will explore the notion of an equal interdisciplinary partnership of dance and mathematics that increases motivation and enhances learning in both subjects.
https://interdisciplinaryuk.net/pastconferences/leeds-pedagogy-and-practice-2018/
Thesis Chapters by Kathryn D Pugh
Enhancing Mathematics Through Dance: an investigation into the possibility of raising attainment in primary geometry through the use of dance as a teaching tool, 2011
In this action research project, I explored the effectiveness of two different teaching approache... more In this action research project, I explored the effectiveness of two different teaching approaches in raising attainment in Grade 2 and Grade 3 class assessments using a quasi-experimental method. The Grade 2 experimental group studied geometry using choreographed dances incorporating shapes and concepts prescribed by the British Columbia curriculum and performed some small group explorations. In the Grade 3 group, this was supplemented by the use of detailed explanations and inclusion of 3-D solids as visual aids. Quantitative and qualitative data was collected from the prior learning assessment, post-test, and student responses regarding learning preferences, enjoyment of mathematics and of the dance geometry unit. It was found that students could learn geometry most effectively through choreographed explorations and practical investigations in small group tasks combined with use of props and visual aids. There was also a sizeable difference in practical results compared with written results for several students, particularly those with low reading ability or focus issues. In addition, no correlation was found between student perceptions or enjoyment and their attainment. Overall, dance was found to be an effective teaching tool without written work. However, in order to achieve more satisfactory written test results for all students, some written work is recommended.
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Teaching Areas at RAD by Kathryn D Pugh
Papers by Kathryn D Pugh
Conference Presentations by Kathryn D Pugh
Uniquely suited to support conceptual learning because the dance vocabulary is expressed in terms of the body, space, time, and force – concepts also fundamental to understanding the universe (2005, Preface xi).
Other scholars such as Anne Watson, Anne Green-Gilbert (BrainDance) and Eric Jensen, and on-going programmes such as Learning Through the Arts and Project Zero support the notion that dance is beneficial for the mind and useful as a means of interdisciplinary learning. In addition, neuroscience research shows that 85% of learners are predominantly kinesthetic learners (Jensen, 2010) and the President’s Committee on the Arts and the Humanities agrees that there are:
Documented significant links between arts integration models and academic and social outcomes for students, efficacy for teachers, and school-wide improvements in culture and climate (PCAH 2011 in Wheeler and Bogard 2013, p.4).
In my action research project carried out in Primary Schools in Canada, using a quasi-experimental approach and pre-/post data, it was clear that the increase in motivation to learn, along with increase in attainment was evident with students also enjoying both subjects more than they anticipated or experienced prior.
In this paper, therefore, I will explore the notion of an equal interdisciplinary partnership of dance and mathematics that increases motivation and enhances learning in both subjects.
Uniquely suited to support conceptual learning because the dance vocabulary is expressed in terms of the body, space, time, and force – concepts also fundamental to understanding the universe (2005, Preface xi).
Other scholars such as Anne Watson, Anne Green-Gilbert (BrainDance) and Eric Jensen, and on-going programmes such as Learning Through the Arts and Project Zero support the notion that dance is beneficial for the mind and useful as a means of interdisciplinary learning. In addition, neuroscience research shows that 85% of learners are predominantly kinesthetic learners (Jensen, 2010) and the President’s Committee on the Arts and the Humanities agrees that there are:
Documented significant links between arts integration models and academic and social outcomes for students, efficacy for teachers, and school-wide improvements in culture and climate (PCAH 2011 in Wheeler and Bogard 2013, p.4).
In my action research project carried out in Primary Schools in Canada, using a quasi-experimental approach and pre-/post data, it was clear that the increase in motivation to learn, along with increase in attainment was evident with students also enjoying both subjects more than they anticipated or experienced prior.
In this paper, therefore, I will explore the notion of an equal interdisciplinary partnership of dance and mathematics that increases motivation and enhances learning in both subjects.
https://interdisciplinaryuk.net/pastconferences/leeds-pedagogy-and-practice-2018/
Thesis Chapters by Kathryn D Pugh
Uniquely suited to support conceptual learning because the dance vocabulary is expressed in terms of the body, space, time, and force – concepts also fundamental to understanding the universe (2005, Preface xi).
Other scholars such as Anne Watson, Anne Green-Gilbert (BrainDance) and Eric Jensen, and on-going programmes such as Learning Through the Arts and Project Zero support the notion that dance is beneficial for the mind and useful as a means of interdisciplinary learning. In addition, neuroscience research shows that 85% of learners are predominantly kinesthetic learners (Jensen, 2010) and the President’s Committee on the Arts and the Humanities agrees that there are:
Documented significant links between arts integration models and academic and social outcomes for students, efficacy for teachers, and school-wide improvements in culture and climate (PCAH 2011 in Wheeler and Bogard 2013, p.4).
In my action research project carried out in Primary Schools in Canada, using a quasi-experimental approach and pre-/post data, it was clear that the increase in motivation to learn, along with increase in attainment was evident with students also enjoying both subjects more than they anticipated or experienced prior.
In this paper, therefore, I will explore the notion of an equal interdisciplinary partnership of dance and mathematics that increases motivation and enhances learning in both subjects.
Uniquely suited to support conceptual learning because the dance vocabulary is expressed in terms of the body, space, time, and force – concepts also fundamental to understanding the universe (2005, Preface xi).
Other scholars such as Anne Watson, Anne Green-Gilbert (BrainDance) and Eric Jensen, and on-going programmes such as Learning Through the Arts and Project Zero support the notion that dance is beneficial for the mind and useful as a means of interdisciplinary learning. In addition, neuroscience research shows that 85% of learners are predominantly kinesthetic learners (Jensen, 2010) and the President’s Committee on the Arts and the Humanities agrees that there are:
Documented significant links between arts integration models and academic and social outcomes for students, efficacy for teachers, and school-wide improvements in culture and climate (PCAH 2011 in Wheeler and Bogard 2013, p.4).
In my action research project carried out in Primary Schools in Canada, using a quasi-experimental approach and pre-/post data, it was clear that the increase in motivation to learn, along with increase in attainment was evident with students also enjoying both subjects more than they anticipated or experienced prior.
In this paper, therefore, I will explore the notion of an equal interdisciplinary partnership of dance and mathematics that increases motivation and enhances learning in both subjects.
https://interdisciplinaryuk.net/pastconferences/leeds-pedagogy-and-practice-2018/