Growth in Motion: Supporting Young Women’s Embodied Identity and Cognitive Development through Dance After School

March 1st, 2008 | RESEARCH

Dance classes provide a model for afterschool and in-school education where multiple, “embodied” modes of teaching and learning enhance development and where risk-taking is rewarded rather than punished.

Document

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Team Members

Mira-Lisa Katz, Author, Sonoma State University

Citation

Publication: Afterschool Matters
Volume: 7
Page(s): 12

Related URLs

NIOST Full Text

Tags

Access and Inclusion: Women and Girls
Audience: Educators | Teachers | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Art | music | theater | Education and learning science
Resource Type: Peer-reviewed article | Research Products
Environment Type: Afterschool Programs | Public Programs