Four undergraduate dance majors learned Motif Notation and Labanotation using a second-language acquisition, playful, constructivist approach to learning notation literacy in order to learn and dance the "Parsons Etude." Qualitative outcomes were gathered from student journals and pre- and post-tests that assessed for levels of improved language fluency. A Kolb Learning Styles Inventory 4.0 was completed by the students and was also conducted on the teaching-learning activities to determine if affinities existed between activities and Learning Style preferences. Results were compared to level of engagement and contentment among students to determine whether preferred Learning Style is an indicator of learning engagement among dance students who study notation.