Advantages Children May Gain from Participating in Creative Dance Lessons While Attending a Public Elementary School

Abstract

Instead of being seen as an essential component of the core curriculum, creative dance is often considered to be within the purview of the physical education department. In order to determine whether or not creative dance can be categorized as experiential learning for children aged 5 to 12 who are engaged in standard state education, the primary objective of this study is to conduct a literature review on the benefits of creative dance for this population. This will allow the researchers to determine whether or not creative dance can be categorized as experiential learning. The literature study included key phrases from a number of different databases, and it arrived at possible advantages that may be articulated within the context of experiential learning. The research indicates that creative dance has positive effects on socioemotional, arts-based, transferrable, physical, embodied, and cognitive learning. Considering creative dance to be a kind of hands-on education may lend credence to the idea that it should have a more prominent place in the instructional framework. Through a study of the relevant material, this essay reinterprets the function that creative dance plays in the educational development of young children. If the advantages of creative dance as well as its method were recast as experiential learning, then maybe it would have a more prominent position in the curriculum.