What Do Elementary School Children Say About Dance in School?

Background: In recent years there has been an increase in the number of schools in Alberta offering dance as a distinct subject matter separate from physical education (Alberta Education, 2009; Robinson, 2008). Taught as a subject matter in its own right, dance education fosters an appreciation of dance as an artistic and cultural endeavor (Sansom, 2009).

Methods: This qualitative interpretivist study explored the experiences of 23 Western Canadian elementary school children between the ages six and 12 who participated in school-based dance education. Data collection involved two group interviews, children’s art work, dance class observation, and researcher field notes. Data analysis followed interpretive thematic analysis procedures. The conceptual framework of place and space facilitated data interpretation.

Results: Data analysis resulted in five themes: (a) creative space; (b) a place where I can clear my mind; (c) a place for international and cultural expression; (d) practice makes perfect; and (e) collaborative space.

Discussion and conclusion: Dance within an elementary school context provided these children a space within which they felt free to explore and discover creative means for self-expression and relieve stress. Within this space, children learned to accept the diversity of cultures and abilities in their classrooms and collaborate with one another.