Document Type



Creative dance/movement pedagogy in an English language learning classroom can help nurture self-identity and build cognition. English language teaching through volunteer tourism is growing along with the expectation for English acquisition. Since English teachers abroad are most often not required to have teacher training, this can lead to teacher-centered classrooms, passive learning for students, and a lack of use of creative processes. Research indicates that creative dance/movement pedagogy and concepts as teaching methodology can aid English acquisition and build self-identity. This research is based in an action research case study (IRB approved) which analyzes and evaluates the use of movement/dance pedagogy and concepts as creative processes in a second grade English classroom in Bali, Indonesia over the course of five weeks (2019). The research examines: How does teaching and learning through dance concepts impact Balinese children’s (ages 7-8) learning English as a foreign language in Ubud, Bali? Quantitative and qualitative data was collected from student assessments and rigorous reflective practices of pedagogic choices and the impact on student learning. This research project includes a review of literature and annotated bibliographies, lesson/unit planning, action research with critical self-reflection, and a data analysis. The results reveal that students demonstrated growth in their creative responses through generating divergent and unique answers in both movement and writing over the course of five weeks. Scant research exists connecting dance to foreign language teaching abroad. This research can provide a new place for application of educational dance. This research can be a catalyst for change in the volunteer teaching system by building teacher training programs that are student-centered and can be applied to all English language learning.



Thesis Comittee

Dr. Donna Dragon, Thesis Advisor

Dr. Jody Weber, Committee Member

Tina Mullone, Committee Member

Copyright and Permissions

Original document was submitted as an Honors Program requirement. Copyright is held by the author.

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Dance Commons