Building Community with a Kinesthetic Classroom

Building Community with a Kinesthetic Classroom SUMMARY concentric circles. With planned inte- Children by nature gration, the teacher is attentive to the are movers, they learn quickly and Kinesthetic learning is curricular objectives yet open to what implicitly through kinesthetic and tac- demystified through naturally develops out of the students’ this author’s insightful tile experiences (Dunn & Honigsfeld, enthusiastic curiosity and willingness discussion on movement 2009). Creative movement is a remark- as a method for to participate. The resulting lessons able way of teaching and learning cog- meaningful learning are interdisciplinary, cross curricular, nitive and affective skills and improv- in the classroom. She and involve students naturally. explores the language ing physical, mental, and social and of movement, provides emotional health. Cross curriculum Current research correlates arts educa- clear examples of its use lesson plans that incorporate move- through specific activities, tion to academic achievement and sup- and draws important ment are an excellent tool to assist ports the theory that cognitive and connections between students with relating and internalizing affective concepts taught through movement and social- the various subjects much more clear- movement activities are successfully emotional learning. ly. Because information that is abstract learned and retained (Deasy, 2002). and hard to follow can be made When students are stressed, feeling concrete in a student’s mind through overwhelmed or insecure, it is chal- movement, the outcome is filled lenging for them to learn, which some- with extensive learning experiences. times results in negative classroom Because movement is organic and behavior. Moving rhythmically rids the generated through self-discovery, each student of anxiety and relieves muscu- student can choose how they want to lar rigidity. Conversely, it increases move. The learning objective, how- energy and focus. Movement supports ever, can be very focused on anything emotional and cognitive understanding from the design of the solar system to because it forces students to open up Joy Guarino is an assistant professor of dance at Buffalo State University and a member of United University Professions. Educator’s Voice n Volume VII n Page 24 Building Community Joy Guarino, United University Professions with a Kinesthetic their minds through physical expres- settings. The following encounter was sion. By associating a movement to a my third visit with a group of students Movement Classroom concept, this type of learning experi- aged 12-18 with Down Syndrome: supports ence helps to bridge verbal and non- verbal communication to assure that The classroom was filled with bodies emotional new information will be retained in moving in different directions, tem- and cognitive long-term memory; therefore it is high- pos, and dynamics. I called, ly likely to be recalled. The individu- “Freeze.” Suddenly, the space was understanding al’s physiological change alters the motionless as students held a static because it forces classroom atmosphere. Students learn pose. I announced, “Pay attention how to convey their emotional feelings to your body shape...are your arms students to open through movement and cognitively and legs reaching or crossed? Are up their minds you standing up high or crouching learn how their self representation through physical affects others around them. As stu- low?” In previous visits, they intro- dents become comfortable in the duced themselves by pantomiming expression. group, they begin to feel secure their chores and recreation inter- enough to take risks. Moving together ests. We discussed how they felt creates strong personal connections about themselves and practiced cre- with a common purpose, opens com- ative movement options (see Figures munication, and encourages collabora- 1-3). On this day, I hoped to com- tion. Moving creatively with an bine their feelings with movements. awareness of self and others’ personal “Some of you mentioned that people space inspires mutual respect, caring, laugh because they don’t understand and community. The classroom cul- you. Show me in a body shape how ture then shifts creating a safe, welcom- that feels.” One boy sat on the floor ing environment that is more and faced the wall. The entire conducive to learning. group’s movements were low, slow, closed, and hidden. Then I encour- Movement in the classroom is univer- aged them to talk about what it feels sal and inclusive: it can open doors for like to be accepted. They shared students with diverse needs and abili- times of feeling loved and part of a ties, as well as students in traditional team. The resulting movement was continued on following page Educator’s Voice n Volume VII n Page 25 Building Community with a Kinesthetic Classroom A simple circle open, high, and much faster. and tactile lessons provide an implicit “Freeze and hold the shape,” I learning opportunity for critical think- dance brought called, “...and relax. Now, create a ing, analysis, organization, and prob- about a profound shape that shows me how you want lem solving, and can be in fact, much to feel.” They all formed high, open more reliable at helping students to sense of belonging. shapes. I continued, “Reach and retain knowledge than reading text- Working in groups physically connect a body part to books and memorizing facts alone fostered mutual someone near you.” The students (Reber, 1993). Through movement connected elbow to ankle, wrist to activities students have an immediate respect and knee. “Freeze and hold. I want you opportunity to experience, observe, cooperation. to carry this feeling with you. If examine, and reflect on decision mak- someone laughs, remember this ing by using body-based language to shape and know how much you activate the mind and body as an inte- appreciate yourself and each other.” grated whole. Students recognize more clearly the details of their physical and In any aspect of education, kinesthetic emotional responses to a situation. By and tactile lessons allow for first hand analyzing their movement choices, stu- experiential learning. Through dents become more open-minded, involvement in the program’s struc- respectful, tolerant, and accepting of tured activities, the students continued assessment. to express their feelings and expand their emotional range. It was a compel- Movement activities encourage proper ling moment that empowered every- alignment/posture, endurance, and one in the classroom. A simple circle balance. In addition, Eric Jensen dance brought about a profound sense (1998) suggests a correlation between of belonging. Working in groups fos- movement and emotions. Sensory tered mutual respect and cooperation. motor experiences provide a direct This was just one of many scenarios link from the cerebellum to the emo- where I’ve witnessed the transforming tional and pleasure centers in the power of creative movement. brain. Exercise has a direct positive effect on brain chemistry, raising levels of endorphins, adrenaline, serotonin, and dopamine. Consequently, stu- The Benefits of a Moving Classroom dents who show responsibility for the conditioning and care of their bodies Movement activities work well, in con- may have a positive attitude and ulti- junction with, and as a compliment to mately a healthier life style. The Blue traditional book learning. Kinesthetic Educator’s Voice n Volume VII n Page 26 Print for Teaching and Learning in the Arts (2007) affirms as well that movement embedded in classroom learning enhances psychomotor devel- opment and physically develops self- control and refinement of gross motor skills. Students not only learn to recognize and trust their impulses, but to act on or contain them as they choose. It also suggests an understanding of the relationship between bodies and personal space which guides students with suitable responses to a crowded room or inappropriate touch. As a form of self-expression, creative move- emotions, motivation, empathy, and ment is a release and a social tool that social skills. When children engage in primes the brain for new ideas (Jensen, movement individually they obtain a 2001). diverse movement vocabulary that assists with physical functions and When children are exploring through expands emotional responses to cer- their senses, they have an aesthetic tain situations. When people move in frame for expressing feeling — a posi- groups or in a classroom environment tive alternative to many destructive they achieve a new level and a new choices. Psychologist and author found maturity in social interactions Daniel Goleman (1995) popularized and with emotional expression. In the term “emotional intelligence” or both cases, children experience each EQ in his landmark-selling book, component of Goleman’s emotional Emotional Intelligence. Goleman intelligence, resulting in better organi- describes emotional intelligence as the zation and problem solving, recogniz- capacity of recognizing our own feeling options, developing coping skills, ings and the feelings of others for moti- increasing focus and concentration, vating ourselves and managing increased self-esteem and cultural liter- emotions in our own relationships. He acy, recognizing strengths, improving believes that EQ is developed by critical thinking and analytical skills, in acquiring skills through five dimen- addition to learning successful cooper- sions: self-awareness, managing ation and teamwork. continued on following

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