This paper was first presented at the “Dance and the Child International Conference in Kingston (Jamaica) in 2009 (daCi2009).
Curricula for formal education in schools have traditionally been designed to favour the acquisition of knowledge and the development of intellectual skills, an important part of which is the enhancement of cognition capability. The emphasis on mathematics and linguistic skills reflects this objective, while the same skills serve as the basis for testing and quantification of a student’s potential for learning, through the use of IQ tests.
Recent studies in psychology and neuroscience have brought this approach into question. The theory of multiple intelligences suggests that while logical-mathematical and linguistic capabilities are important, there are other skills that need to be considered equally and the quantification of human capabilities through IQ tests leads to false judgements. At the same time, studies in neuroscience suggest that the cognition process can be greatly enhanced by consideration of the multiple facets of the information coming in through all the senses. Of particular importance is the influence of emotional responses on cognition and intelligence.
The paper will expand on the above ideas and also show how dance can contribute to the total education of the child and therefore merits a place in formal education...Read More