Recent developments in dance education emphasize the cultivation of aesthetic awareness and creative capacity as central learning outcomes. However, traditional technique-centered pedagogies often fail to engage learners in processes that support embodied meaning-making and creative exploration. To address this gap, this theoretical paper examines how Embodied Cognition Theory (ECT) provides a coherent pedagogical foundation for fostering aesthetic cognition and creative development in dance learning. Drawing on scholarship in dance education, somatic practices, aesthetic philosophy, and creativity research, this article proposes an integrative framework linking embodied experience, aesthetic reflection, and choreographic creativity. The paper argues that dance learning grounded in embodied cognition enables students to develop nuanced perceptual awareness, articulate aesthetic understanding, and engage in iterative creative processes. Pedagogical implications and recommendations for curriculum design are discussed.
Zhu Lin (Wed,) studied this question.
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