Date of Award

8-1-2016

Degree Type

Thesis

Degree Name

Master of Art in Dance/Movement Therapy and Counseling (MA)

Department

Creative Arts Therapies

First Advisor

Imus, Susan

Second Advisor

Downey, Laura

Third Advisor

Brown, Andrea

Keywords

dance/movement therapy, mathematics, math, emotional intellegence, classroom, grammar school, third grade, Chicago Public Schools.

Abstract

The purpose of this curriculum development project was the conception of lesson plans incorporating dance/movement therapy principles in order to augment the instruction of mathematics at a third grade level in a public school while addressing emotional intelligence through social emotional learning. This endeavor was guided by the questions: How does movement affect third grade math students’ abilities to take in and retain information at a public school setting? How can social-emotional interventions change the experience of a third grade student learning mathematics? How can academic counseling informed by body movement and awareness benefit the facilitation of learning mathematics? In order to ensure the functionality of the curriculum, this thesis was mostly a collaboration between the writer and three third grade teachers at a Chicago Public School. Not all of the lesson ideas were actually executed. This process was guided by the Logic Model for program development as presented by the University of Wisconsin. This finished product includes twelve lesson plans which were developed during the school year 2014-2015 and were designed to complement the classroom’s curriculum. These lesson plans were an attempt to incorporate social emotional learning standards from a dance/movement therapy perspective. 128 pages.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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