How dance promotes the development of social and emotional competence

Q1 Arts and Humanities

Arts Education Policy Review Pub Date : 2021-08-12 DOI:10.1080/10632913.2021.1961109

Teresa G. Borowski

引用次数: 5

Abstract

Abstract Social and emotional competencies (SEC) are critical for success in school and life, as they include the ability to interact with others, regulate one’s emotions and behavior, solve problems, and communicate effectively. Research and practice show that dance experiences enhance social-emotional development, yet less is known about the mechanisms through which this occurs. To address this, 110 SEC and dance articles were reviewed to inform the development of a Theory of Change to explain how dance may promote SEC. Self-intimation, nonverbal expression and communication, embodied cognition and learning, synchrony, and a supportive learning environment emerged as the key components of dance practice that may facilitate SEC. Evidence for these components and research, practice, and policy implications are discussed.

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舞蹈如何促进社交能力和情感能力的发展

社交和情感能力(SEC)是学校和生活中成功的关键，因为它们包括与他人互动、调节情绪和行为、解决问题和有效沟通的能力。研究和实践表明，舞蹈体验可以促进社交情感的发展，但人们对这种情况发生的机制知之甚少。为了解决这个问题，我们回顾了110篇关于SEC和舞蹈的文章，为解释舞蹈如何促进SEC的变化理论的发展提供了信息。自我暗示、非语言表达和沟通、具身认知和学习、同步性和支持性学习环境作为舞蹈实践的关键组成部分，可能促进SEC。本文讨论了这些组成部分的证据以及研究、实践和政策影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Arts Education Policy Review Arts and Humanities-Visual Arts and Performing Arts

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Arts Education Policy Review ( AEPR) presents discussion of major policy issues in arts education in the United States and throughout the world. Addressing education in music, visual arts, theatre, and dance, the journal presents a variety of views and emphasizes critical analysis. Its goal is to produce the most comprehensive and rigorous exchange of ideas available on arts education policy. Policy examinations from multiple viewpoints are a valuable resource not only for arts educators, but also for administrators, policy analysts, advocacy groups, parents, and audiences—all those involved in the arts and concerned about their role in education. AEPR focuses on analyses and recommendations focused on policy. The goal of any article should not be description or celebration (although reports of successful programs could be part of an article). Any article focused on a program (or programs) should address why something works or does not work, how it works, how it could work better, and most important, what various policy stakeholders (from teachers to legislators) can do about it. AEPR does not promote individuals, institutions, methods, or products. It does not aim to repeat commonplace ideas. Editors want articles that show originality, probe deeply, and take discussion beyond common wisdom and familiar rhetoric. Articles that merely restate the importance of arts education, call attention to the existence of issues long since addressed, or repeat standard solutions will not be accepted.