Diversity within Dance
“Promote the value of dance in education as vehicle for personal and social expression that can be made available to all and not just a talented few” (Deans, 2016, p. 47). The quotation above strongly declares that dance is necessary and important for all students. A step further, I believe that dance can be used for students who are English Language Learners (ELL). I will explain how dance can be used to differentiate instruction to meet the needs of English Language Learners.
Culture
From the Ministry of Education Arts Curriculum (2009): “English language learners (students who are learning English as a second or additional language in English-language schools) bring a rich diversity of background knowledge and experience to the classroom” (p. 46). This is supported by Melchior (2011), who states that with dance, children are able to explore and express their own and other’s cultures when words are not enough. My role as a teacher will be finding positive ways to incorporate my students backgrounds and prior knowledge into my instructional programs and into the classroom environment. This relates to the concept of whanaungatanga (building relationships) Melchior (2011). It about valuing and encouraging students to share and express who they are, and creating an environment that is culturally responsive and respectful.
Language
When the use of words is not required it can create an equitable space for all learners. ELL students have limited verbal ways of communicating, and so they will rely on their body to communicate. From our class this is demonstrated with the poem as an anchor for the movement. Students are connecting mind to body with the actions they are doing according to the poem. The interpretation of the words to movement allows students to make personal connections to the poem and adds a meaning to the learner. “In general, the arts provide English language learners with multiple modes of expression beyond written and oral texts, and support achievement for these learners across the curriculum.” (OME, 2009, p. 47). It gives a voice to the students who may have a lot to say but not the confidence and/or vocabulary to do so.
Social
Dance encourages students to socialize together. “When we invite students into an arts experience, we invite their minds and hearts to engage with ideas and with each other” (Jackson, 2014, p. 57). Dance require active participation, and an involvement that can foster belonging in the classroom. It is an extension of oneself and students can explore who they are, and how they belong in the community with dance. The interdependence of peers is essential to succeed (Deans, 2016). Including dance as a part of differentiated instruction gives students an opportunity to get comfortable and build strong, and meaningful relationships with peers.
Deans, J. (2016). Thinking, feeling and relating: Young children learning through dance. Australasian Journal Of Early Childhood, 41(3), 46.
Melchior, E. (2011). Culturally responsive dance pedagogy in the primary classroom. Research in Dance Education, 12(2), 119-135.
Ontario Ministry of Education (2009). Curriculum Guidelines: The Arts. www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf
