Dance and the quality of life at schools
a Nordic affiliation
This chapter addresses how dance can foster quality of life at schools. We discuss dance as embodied learning, a topic explored previously as individuals, and introduce Martha Nussbaum and Amartya Sen's "capability approach" into dance education research. We argue that these theoretical perspectives give depth to the often-claimed educational value of dance, and afford understanding of conditions related to dance and quality of life. The chapter presents insights from ongoing dance education research projects in Nordic public schools, drawing on qualitative data from a 5-year dance education project in Finland and a 1-year pilot study, DanceMath, in Denmark. Our collaborative analysis suggests that dance can generate a positive ethos that enhances quality of life at schools. The chapter concludes with critical reflection on how the capabilities generated by dance as embodied learning might extend beyond subject areas and beyond the school world. These capabilities are related to being together and living together, to accepting oneself and others, to creativity and collaboration, all skills that can enhance quality of life at schools.
Anttila, E. , Svendler Nielsen, C. (2019)., Dance and the quality of life at schools: a Nordic affiliation, in K. Bond (ed.), Dance and the quality of life, Dordrecht, Springer, pp. 327-345.
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