Sensing differently through dance : investigating the benefits of dance and creative movement as a source of sensory input during an exploration of cognitive and physical learning through nature and community dance

Abstract

This study identifies a range of practices in sensory exploration, which are developed through a series of inclusive creative dance movement workshops designed for children with one or multiple conditions of Sensory Processing Disorder (SPD). The benefits of this kind of learning experience will be discussed, as well as the effects that creative movement could have on the pupils’ cognitive and physical learning, and as a result, the impact that dance could have on their social and emotional well-being.

The thesis reports on an eight-week pilot project, named Elements, involving a mixed group of young pupils, through Sensory Awareness Journeys and a variety of outdoor learning activities. The project’s findings are used to reflect on children’s sensory experiences in and through dance, while also offering information about the effectiveness of the several methodologies used within the workshops. The thesis will also develop the argument that site-specific, environmentally-oriented, and cross-disciplinary workshops and performances can enhance the holistic learning of young pupils with and without disabilities, therefore adding value to their education.

Above all, Elements is aimed to develop inclusivity, dialogue, creativity, mindfulness, and outdoor sensory learning through creative movement practices, and the outcomes are analysed as a case study in implementing these goals for a mixed group of children between the ages of 5 to 10 years, including children with SPD.

The dissertation concludes with recommendations for implementing these principles within school learning.