Location
Guzman 110, Dominican University of California
Start Date
4-20-2017 7:40 PM
End Date
4-20-2017 7:55 PM
Student Type
Graduate
Faculty Mentor(s)
Madalienne F. Peters, Ed.D.
Presentation Format
Oral Presentation
Abstract/Description
Arts Education can be a valuable intervention for students in an urban education setting. Teaching through the arts can act as a Tier One intervention for students who exhibit disruptive behavior due to trauma in the classroom. It has proven to also benefit classroom culture as a whole. Arts have a healing power that allows students to learn social-emotional regulation skills, body-awareness, and expression.
Dance specifically allows students to express their emotions as well as allow them to release energy as well as support student’s positive behavior in the classroom. Data were collected on 25 kindergarten students with a sub-group of four students who exhibit disruptive behavior in the classroom. Whole class behavior data were collected prior to and during the Dance block. The researcher also collected data through pre and post student interviews for case study students. Observations were included within the data. Triangulation was used to compare the data to find trends.
Findings indicated that dance instruction for this population has mixed results. Students that exhibit disruptive behaviors were reluctant to participate. As the classroom teacher, students became interested in my dance background and often engaged in conversation with me about dance. Select students increased their social contact with me through their interest in my background as a dancer.
Key words: arts education, urban education, disruptive behavior, dance, Tier One, intervention
Included in
Art Education Commons, Dance Commons, Disability and Equity in Education Commons, Elementary Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons
Benefits of Dance Education in an Urban Kindergarten Classroom
Guzman 110, Dominican University of California
Arts Education can be a valuable intervention for students in an urban education setting. Teaching through the arts can act as a Tier One intervention for students who exhibit disruptive behavior due to trauma in the classroom. It has proven to also benefit classroom culture as a whole. Arts have a healing power that allows students to learn social-emotional regulation skills, body-awareness, and expression.
Dance specifically allows students to express their emotions as well as allow them to release energy as well as support student’s positive behavior in the classroom. Data were collected on 25 kindergarten students with a sub-group of four students who exhibit disruptive behavior in the classroom. Whole class behavior data were collected prior to and during the Dance block. The researcher also collected data through pre and post student interviews for case study students. Observations were included within the data. Triangulation was used to compare the data to find trends.
Findings indicated that dance instruction for this population has mixed results. Students that exhibit disruptive behaviors were reluctant to participate. As the classroom teacher, students became interested in my dance background and often engaged in conversation with me about dance. Select students increased their social contact with me through their interest in my background as a dancer.
Key words: arts education, urban education, disruptive behavior, dance, Tier One, intervention