This essay emerges from the author’s experience of facilitating workshops “Dance and Act” in Helsinki, Ljubljana, and Belgrade. In her pedagogical practice, she discovered that movement-based practice has positive effects on learning processes. The essay explores how playful, transdisciplinary, and dynamic teaching methods promote creative learning that can extend beyond arts-based topics. The article highlights dance practices and addresses the issue of excluding dance from formal education, as well as potential solutions for training teachers to feel more confident incorporating bodily exercises and games into their teaching approaches.
Maja Kalafatić (Fri,) studied this question.