Conceptualizing Dance Literacy: A Critical Theoretical Perspective on Dance in School

Abstract

Research on dance literacy has advanced
in the 21st century, with researchers
arguing that emphasis on students’
dance literacy can illuminate bodily
learning in school. Nevertheless, the
concept is often left undefined, and
there seems to be no clear consensus
on what dance literacy means for
bodily learning in school contexts. This
article examines previous literature to
provide a conceptual overview of dance
literacy, and discusses dance literacy
in school through a critical theoretical
lens. Discussing and reviewing the
previous literature on dance literacy
from an emancipatory approach, the
article proposes a Dance Literacy Model
for Schools within primary and secondary
education settings that do not teach
dance as a school subject. The model
comprises three dimensions of dance
literacy: dance as an art form and form
of expression, dance combined with
other literacies, and learning through
dance in different curricular areas.
The article concludes that education
in dance literacy can contribute
to students’ literacy education by
accentuating bodily learning in and
through dance while simultaneously
highlighting and appreciating the value
of dance itself.