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Lindsay M.

Farr March 15, 2014 Dance Seminar Dance Philosophy Paper Dance is a journey of discovery for body and soul, a process that fosters personal development in virtually every aspect of ones life. When ones physical and technical abilities are pushed and improved and ones creative and artistic capacities are widened and explored, the essence of dance has been reached and full growth begins to occur. Dance of body and dance of soul must be unified in this endeavor. Dance without the body, without technicality and mechanics, and dance without the soul, without intentions and desires, lacks fulfillment and fruition. Both body and soul are essential to cultivate and encourage full physical, intellectual, emotional, and spiritual progression, including development in artistic fields like dance. Movement comprehension and creative expression create a full artistic methodology that allows body and soul to journey through creative dance together as physical, intellectual, and emotional developmental milestones are emphasized and developed and spiritual progression is made. Dance should be a physical experience. The best way to learn and experience dance is to do it! Dance is a celebration of the human body and should be used as an opportunity to develop muscle systems, movement skills, and technical elements. Concepts and movement principles should challenge dance artists to grow and develop physically; however, it should never push an individual past what is developmentally appropriate and safe for their age group, skill level, or physical abilities. Dance teachers and students

should aspire to build up physical abilities and muscle groups, not seek to destroy them by pushing technical skills above what a dancer may be physically capable or ready for. When dance is used to challenge motor coordination, build physical capacities, and establish a healthy pattern and habit of physical exercise, it becomes a means to bridge ones mental, emotional, and spiritual health with their physical health. Dance should be an intellectual experience. As dance is taught, intellectual milestones should be understood and met. The arts do not consist of activities and experiences outside of the educational realm; rather, they supplement intellectual growth and development within it. Creativity is central to a wholesome education just as intellectual development is central to a comprehensive artistic education. The goal of education is not to educat(e) people out of their creative capacities nor is the goal of dance or the arts to create people out of their intellectual capacities, artistic and intellectual development should be approached hand and hand for the benefit of teachers and students of the arts (Robinson). Dance should be an emotional experience. Dance offers a safe environment for emotional discovery and expression, even a place for emotional healing. The National Dance Education Organization defended this argument, Dance promotes psychological health and maturity. Movement within a class offers a structured outlet for physical release of feelings and emotions (NDEO). As emotions are explored, understood, and released through physical movement, individuals come to healthily cope with difficulties in their lives,

they learn how to express unwelcome emotions in a non-destructive manner. Dance should be used as an emotional outlet and learning environment to further creative works, expression, and individual development. Dance should be a spiritual experience. Regardless of religious denomination and preferences, there is something spiritual in the creation and cultivation of self; dance acts as a springboard for personal discovery and understanding, an opportunity to connect ones body with their soul. Mimi Brodsky Chenfeld, a dance and movement educator, concluded, The arts are the connective tissue that hold our spirits intact (Chenfeld, 51). The spiritual process of artistic discovery and exploration is not just the cherry on top of our educational, physical, and emotional learning; it is the bowl that holds it all together. Having a greater understanding of why we develop our full selves and who we are to become plays a central role in learning, teaching, and participating in artistic pursuits like dance. Dance cultivates the whole individual allowing spiritual understanding and fulfillment in the process. When dance curriculum, programs, goals, and exploration aid in the maturity of these four essential human needs and developments, a successful and thorough dance environment and experience has been achieved. Dance is more than just an arts program, hobby, or skill; it is a method of educating and understanding the body and soul. When qualified and passionate teachers understand these principles and dance artists seek to develop them, a wholesome artistic experience can be taught and received, body and soul can be united, and physical, intellectual, emotional and spiritual growth can be experienced.

Works Cited Chenfeld, M.B. Education is a moving experience: Get movin! Spotlight on young children and the creative arts, ed. D. Koralek, 2005: 50-51. NDEO (National Dance Education Organization). Standards for dance in early childhood. 2009. Robinson, K. Schools must validate artistic expression: Creativity is a key part of the educated mind. Speech presented at the TED Conference in Monterey, California, February 2006.

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