Browsing by Author "Kurola, Hannaleena"

Dance has never been an independent subject in Finnish school (Anttila, 2010, p.10). Dance is mentioned briefly in the Curriculum of physical education, but the nature of dance would allow it’s wider use as a teaching method. In the new Curriculum, embodied knowledge is seen as an important part of thinking and learning itself (POPS 2014, p. 17), so using embodied learning as a teaching method is even more important in the future. Task of this study was to describe, analyze and interpret the learning opportunities and potential benefits of embodied learning and dance in school education by one dance teacher’s point of view. The aim was to explore how dance can be used in the school context and what kind of co-operation between a teacher and a dance teachers would be meaningful. In Finland, this theme has been studied by Eeva Anttila, Doctor of Arts. There’s not much other research about this theme. An open query by e-mail to dance teacher Anniina Koski was made for this study. Anniina Koski has participated in more than one project, where dance has been used in school as a teaching method. She has also worked as an instructor on the subject, so she was a natural choice to be interviewed. Research material of this study consist of the query made to Anniina Koski and the existing literature about the topic. This study is a qualitative case study and the research material was analyzed with a theory-based content analysis. Dance Teaching in schools is largely based on project-based activity. As well as on the basis of former research and responses to the query, results and feedback of the projects has been mainly positive. Initially, especially boys, parents and some teachers had some prejudices towards dance, but they often disappeared as the projects proceeded. The pupils saw using dance and embodied learning in school as a positive thing. Positive feedback associated to the fact that pupils didn’t have to sit and they get to move during the school day. In the projects a teacher and a dance teacher co-operation was important. From interviewee's point of view, such co-operation was meaningful to both parties. Dance teacher had the responsibility of teaching methods and teacher was responsible for the subject matter. Based on the projects, including dance into the daily life of schools has generated positive effects, but still long-term dance education is not available in many schools.