[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-592807-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-592807-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","using-dance-movement-to-enhance-spatial-awareness-learning","Using Dance & Movement to Enhance Spatial Awareness Learning","","Using dance and movement to teach Pre-K students strengthens spatial awareness and key math understanding before formal assessment in elementary school. Pre-K arts-integrated learning can create educational equity by accelerating math learning, producing about a month of additional math progress versus non-PreK peers. Arts-infused strategies engage both brain hemispheres, supporting diverse learners including English Language Learners and students from lower socioeconomic status through coordinated teaching artist and classroom teacher residencies.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/using-dance-movement-to-enhance-spatial-awareness-learning/592807/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/using-dance-movement-to-enhance-spatial-awareness-learning/592807.png","ImageObject",300,407,{"name":42,"@type":43},"Marglet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does dance and movement support Pre-K spatial awareness and math learning?","Question",{"text":63,"@type":64},"Dance and movement provide arts-integrated math literacy that helps students acquire spatial awareness skills and engage with spatial geometry before formal schooling assessments.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the approach matter for educational equity?",{"text":68,"@type":64},"Pre-K arts-integrated learning is described as narrowing opportunity gaps by giving more students access to foundational math learning, resulting in additional math progress before entering elementary school.",{"name":70,"@type":61,"acceptedAnswer":71},"What learning model is emphasized in the Wolf Trap arts-infused residencies?",{"text":72,"@type":64},"The text highlights social constructivism, where students learn through social activity during dance lessons and benefit from interactions with peers and teachers.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},592807,1792208670,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Using Dance & Movement to Enhance Spatial Awareness Learning  \nBy Barbara Ann Temple * , Kathryn Bentley†, David K. Pugalee‡, Natalie Blundell§ & Carlos Miranda Pereyra **  \nBy accessing creative portions of the brain through dance, Pre-K students canmore easily learn math concepts like spatial awareness and critical math knowledge prior to formal assessment in elementary school. This early foundational learning creates educational equity by resulting in a month of additional math learning before ever stepping into an elementary classroom. At avery fundamental level, when students have access to math learning in Pre-K through the performing arts, they are more than a month ahead of their non-PreK peers when they enter a Kindergarten classroom,(Ludwig, Marklein, & Song, 2016). Arts-integrated math learning engages both hemispheres ofthe brain and all types of students, especially English Language Learners (ELL) and those from lower socioeconomic status, benefit academically from such experiences.  \nMath and movement residencies bring equity and access to the classroom by preparing students with critical foundational knowledge in math prior to encountering formal math concepts in Kindergarten.  \nKeywords: dance & movement, geometry, kinesthetic learning, social constructivism, spatial awareness.  \nIntroduction and Aims of Research  \nExperiential learning in and through the arts benefits young students in Pre-K classrooms by engaging both creative right-brain activity with the more rational functions of the left brain. The average traditional classroom teacher (CT) does not possess the knowledge or skills to engage the brain holistically and simultaneously in this way. These strategies are not traditionally taught in public school teacher training, thereby creating disparities in equity and access for students. Mayer (2017) posits that the application of psychology to education has been ineffective primarily because it has been operating as a one-way street where educators have attempted to apply principles from psychology and neuroscience.  \nThis inequity can be mitigated through arts-infused learning. Wolf Trap (WT) Institute for Early Learning Through the Arts administers seven-week artsintegrated residencies that provide Pre-K teachers with skills that work to engage  \n*  \nVice President, Education Arts & Science Council (ASC), USA.  \n†Affiliate Director, North Carolina Wolf Trap Arts & Science Council (ASC), USA.  \n‡UNC Charlotte Center for Science, Technology, Engineering, and Mathematics (STEM) Education, USA.  \n§Artistic and Executive Assistant, National Orchestra at the John F. Kennedy Center for Performing Arts, USA.  \n**  \nDavidson College Impact Fellow Arts & Science Council (ASC), USA.  \n[https://doi.org/10.30958/aje.7-2-2](https://doi.org/10.30958/aje.7-2-2) doi=10.30958/aje.7-2-2  \nstudents holistically. Professional Teaching Artists (TA) work with CTs to acquire arts strategies to be used throughout their careers.  \nThe Aim of the Research is to Answer these Questions  \n􀁸 What happens to Pre-K students’ acquisition of spatial awareness skills when they experience math literacy through dance and movement?  \n􀁸 How does learning improve when the performing arts are used to teach math?  \nLiterature Review  \nTheorists and early education scholars advocated for interdisciplinary learning in the traditional classroom. John Dewey, an early twentieth century education reformer, argued for the importance of active learning and of drawing on personal experience when in the classroom (Dewey, 1902) . Similarly, developmental psychologist Howard Gardner (1999) argued for the existence of multiple, categorical, intelligences within the singular human intellect. These two assertions combine to create a compelling argument for breaking away from traditional rote learning experiences and turning toward more real-world, creative, interdisciplinary experiences that create educational equity for students with diverse learning abilitie","cbCaivUOqrE89aGR","https://ap.wps.com/l/cbCaivUOqrE89aGR","pdf",901563,15,"English","# Introduction and Aims of Research\n## The Aim of the Research Questions\n# Literature Review\n## Interdisciplinary learning and equity\n## Spatial geometry through social interaction and dance","[{\"question\":\"How does dance and movement support Pre-K spatial awareness and math learning?\",\"answer\":\"Dance and movement provide arts-integrated math literacy that helps students acquire spatial awareness skills and engage with spatial geometry before formal schooling assessments.\"},{\"question\":\"Why does the approach matter for educational equity?\",\"answer\":\"Pre-K arts-integrated learning is described as narrowing opportunity gaps by giving more students access to foundational math learning, resulting in additional math progress before entering elementary school.\"},{\"question\":\"What learning model is emphasized in the Wolf Trap arts-infused residencies?\",\"answer\":\"The text highlights social constructivism, where students learn through social activity during dance lessons and benefit from interactions with peers and teachers.\"}]","Using Dance & Movement to Enhance Spatial Awareness Learning | PDF",1792075695,38]