K-6 Arts-Centred Learning
What is Arts-Centred Learning with Art in Motion?
Through movement AIM dives into Alberta curriculum, using embodied learning and kinaesthetic inquiry as our platform. We use movement to learn and explore concepts and achieve depth in discovery via a creative process.
Our program is highly collaborative between artists, teachers and students, and provides a dynamic environment of interactivity and problem-solving. In this process, curriculum and movement are completely integrated. Students explore and demonstrate knowledge and skills through their embodied learning experience.
Why learn through movement?
The brain and body are closely connected, and physical experiences can shape the way we think and learn. This is supported by research that suggests that physical movements can help improve memory and cognitive function.
Embodied learning integrates physical actions and experiences with cognitive processes. Research has shown that physical movements and cognitive functions are interconnected in the brain. Embodied learning strengthens the neural connections between these domains, enhancing learning.
Kinaesthetic inquiry encourages learners to explore, experiment, and reflect on their experiences through physical movement, fostering a deeper understanding and connection with the subject matter.
Learning through movement is appropriate for diverse learning styles, promoting physical engagement for effective learning, and creating a holistic and inclusive approach to education.
Common Queries
What does Arts-Centred Learning look like in the classroom?
Art in Motion engages your students in an artistic process using movement as our medium. The structure of the process is completely dependant on the subject matter, students' needs and teachers' requirements. Sometimes this looks like dance; sometimes this looks like kinaesthetic/ embodied learning.
Ultimately, students engage in a series of movement explorations.
What will my students do?
Often in class, we move between movement creation and discussions about the content. We break into groups for collaboration, exploration and creation. Older students may show works-in-progress to their class (or smaller groups), taking turns as performer and audience. Students can ask questions of each other (in a constructive and positive atmosphere), respond to questions, and refine their work to best reflect their understanding of the subject. With AIM artist guidance, students will structure their movement ideas into sections.
What curriculum can be covered?
There are no limits and the process is based on the students' needs. The topic can be as broad as numerical literacy, or as targeted as Specific Learner Expectations for a topic in Alberta Education's Program of Study. AIM Artists can present a process to teachers, or Artist and Teacher can collaborate to build the process together. Get in touch if you would like to see a list of our tried and true topics for K-6.
Why learn through movement?
This is a fantastic opportunity for your kinaesthetic learners to thrive. Students are given supervised time and space to collaborate, explore and problem solve through simple directives. In class, we often move between class discussions and lesson trajectories. Then, we break into groups for collaboration, exploration and creation. Older students may show works-in-progress to their class (or smaller groups), taking turns as performer and audience. Students can ask questions of each other (in a constructive and positive atmosphere), respond to questions, and refine their work to best reflect their understanding of the subject.
Is there a performance?
Students may present their work in an informal showing at the end of the residency. Further exploration may lead to a class dance, where the artist takes sections and ideas of the student's explorations, and artfully structures them into a larger dance or movement-based work that includes all students. These dances would be suitable for sharing at an assembly.
Does there have to be a performance?
Absolutely not! We are focussed on the creative process and learning our curricular topic. There are many ways to do this that focus on kinaesthetic learning and are not performative:
Students could possibly:
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Participate in movement games and enactments
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Create mini-dances with their peers
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Learn movement material, and be asked to arrange it differently
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Create something new based on learned materials from the artist or peers
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Experience specific movement in a series of different ways
The possibilities are only limited by our imaginations.