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ERIC Number: EJ1068460
Record Type: Journal
Publication Date: 2008
Pages: 11
Abstractor: ERIC
Growth in Motion: Supporting Young Women's Embodied Identity and Cognitive Development through Dance after School
Katz, Mira-Lisa
Afterschool Matters, n7 p12-22 Spr 2008
This article highlights the perspectives of young women who have participated in dance for many years. Their viewpoints reveal the unique multimodal nature of embodied learning; in dance classes, teachers and learners communicate through a variety of modes: visual, auditory, kinesthetic, spatial, musical, tactile, gestural, and linguistic. The author employed ethnographic, multimodal, and discourse analyses to investigate how dance fosters the cognitive and attitudinal benefits documented in the literature on arts learning in out-of-school-time programs.
National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A