Date of Award
Master of Art in Dance/Movement Therapy and Counseling (MA)
Creative Arts Therapies
dance/movement therapy, mathematics, math, emotional intellegence, classroom, grammar school, third grade, Chicago Public Schools.
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.
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Gestalt, Renee, "Math Via Movement: Using Emotional Intelligence in the Math Classroom" (2016). Creative Arts Therapies Theses. 71.