The author describes a scientific basis for defining “whole-child education” and the role that dance training can play in achieving its objectives. A model of the Human Brain-Behaviour System is described, based on the view that the brain is an information processing system with an input from the sense organs and an output that represents behaviour. Between these two end points, seven processing Functions are described: Perception, Analysis and Evaluation, Intelligence, Decision making, The Emotional Brain, Imagination and Action or Expression. The descriptions of these Functions include two important elements of the system: Cognition and Empathy. The author suggests that any material included in the school curriculum must be checked against its potential for contributing to the development of these Functions, and based on this criterion, concludes that dance training merits serious consideration for such inclusion.
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- Review by noted Indian dance scholar – SUNIL KOTHARI (Narthaki) - The present study is an important contribution to dance studies. With a scientific approach, the author has shown many ways in which dance training can serve to develop and enhance functions of the human brain-behaviour system. Dance training as a subject more than adequately satisfies the criterion for its inclusion in the school curriculum
- Extract from review by Ratna Ghosh, former Dean of Education, McGill University, Montreal - I think the strength of your book is that it puts very simply the functioning of the brain and the aspects of development through tailored physical activity
- Extract from review by Susan Stinson. Interim Dean. UNCG School of Music, Theatre and Dance, Univ. of North Carolina, Greensboro, U.S.A. - What a wonderful contribution you have made to the literature in dance education. The connection between neuroscience and a developmental approach to dance education is certainly the 21st century frontier for the field, and people who can translate the science for dance educators are very much needed