Choreographing meaningfulness: Boys’ experiences of dance in primary school

Abstract

This study critically examines boys’ experiences in primary school dance, drawing on a child-centred qualitative case study conducted across two UK primary schools. Responding to calls for more inclusive and equitable physical education (PE) practices, the research foregrounds pupil voice through an expanded ‘write, draw, show, tell’ (WDST) method, enhanced by the innovative inclusion of emojis, creating the ‘write, draw, show, tell, emoji’ (WDSTE) approach. Data were generated through 14 non-participant observations and three focus group interviews ( n = 18) with Key Stage 2 boys (aged 9–11) over a 7-week unit of work. Thematic analysis of visual and verbal data revealed boys’ preferences for more democratic and collaborative learning experiences, contrasting with the dominant technical and teacher-led delivery observed in their dance lessons. These findings highlight a disconnect between pedagogical practices and what pupils found meaningful, namely, agency, creativity, and social interaction. The study contributes to ongoing conversations about meaningful PE by illustrating how participatory methods can surface often-silenced perspectives and support more inclusive, student-responsive pedagogies. Implications are offered for curriculum design and teacher practice that seek to challenge traditional gendered expectations and foster meaningful engagement for all learners in aesthetic activity areas.