1. Illustration of Research

2. Inquiry Focus
I am studying the implementation of dance arts in public schools because I want to find out how dance affects the student’s and school’s outcome in either positive and negative ways. This way, I may better understand why some schools apply the arts to their curriculum and others don’t.

3. Claim Focus
As a result of my research, I have come to believe that dance arts in public schools curriculum has a positive effect on the student’s and school’s outcome. Although there are some obstacles that can prevent this implementation, there are programs to solve the obstacles.

4. Now Introducing… The Conceptual Categories
“All you Do is Twirl Around! What’s Physical about that?”
“Who needs a brain when they dance?”
Environment Matters

5. “All you do is Twirl around!”

6. Contributing Sources
Munsell, Sonya E., and Kimberly E. Bryant Davis. "Dance and Special Education." Preventing School Failure: Alternative Education for Children and Youth 59.3 (2015): Web.
Vaughn-Southard, Heather. "Why Dance Matters: Survival of the Fittest." Dance Advantage. N.p., 12 July Web. 27 Sept
Virginia. State Board of Education. Dance Arts Standards of Learning for Virginia Public Schools Print.

7. Evidence
“the Laban’s movement framework is constructed around exploring the core concepts of space, weight, time, and flow” and this “could be used with a movement education approach to provide an ideal framework within which children can learn to move” (Munsell and Davis, 129).
“a range of physical skills associated with dance performance and demonstrate an intellectual and physical understanding of safe, expressive dance technique” (Virginia State Board of Education, viii).

8. Rationale Dance art education is more than just twirling around
Rationale Dance art education is more than just twirling around. One must be physically inclined in participating in this activity. Dancers don’t “just twirl around”.
Physical activity in a curriculum besides gym will keep students intrigued and they will be active. This will help positive outcomes in schools and students.
Why
Because I am a dancer, I know what it takes to pursue this art. Many experts in this subject stand up for the physicality dance arts require.

9. “Who needs a brain when they dance?”

10. Contributing Sources
Becker, Kelly. (2013). Dancing Through the School Day: How Dance Catapults Learning in Elementary Education. Journal of Physical Education, Recreation & Dance, 84(3), 6-8.
Hanna, Judith Lynne. "A Nonverbal Language for Imagining and Learning: Dance Education in K-12 Curriculum." Educational Researcher: A Publication of the American Educational Research Association (2008): JSTOR. Web. 29 Sept
Jolly, Anne. "STEM vs. STEAM: Do the Arts Belong?" Education Week Teacher. N.p., 18 Nov Web. 30 Sept
Ruppert, Sandra S. "How the Arts Benefit Student Acheivement." Critical Evidence 2006: Print.

11. Evidence
“all youngsters may benefit from the creative processes of dance making and dance-viewing and learn to "write" and read the nonverbal, which is critical to human survival” (Hanna, 495).
“Engineering and technology can certainly serve the artist and help create art. But…how can [we] use art in engineering… we're missing the point and devaluing, or not realizing, art’s purpose and importance.”(Jolly)
“[u]tilizing dance in academic arenas also helps children to develop…creativity, communication, critical thinking, and collaboration” (Becker, 7).
“Certain forms of arts instruction enhance and complement basic reading skills, language development and writing skills.” (Ruppert, 11)

12. Rationale Dance can enhance learning and inspire students to incorporate different learning styles.
Why
Learning any dance technique is difficult mentally and physically. However, dancers make it happen. Many dancers succeed academically because their brains work in perplexing ways.

13. Environment Matters

14. Contributing Sources
Berube, Maurice R. "Arts and Education." Clearing House 72.3 (1999): Web.
Walker, Tim. "The Good and Bad News about Arts Education in U.S. Schools." Neatoday.org. N.p., 5 Apr Web. 8 Oct
Ruppert, Sandra S. "How the Arts Benefit Student Achievement." Critical Evidence 2006: Print.
Bonbright, Jane, and Susan McGreevy-Nichols. "National Dance Education Organization: Building a Future for Dance Education in the Arts." Arts Education Policy Review (2012): Web.
Knowles, Patricia. "Dance Education in American Public Schools." Bulletin of the Council for Research in Music Education 117 (1993): Web.

15. Evidence
“the abundance of states without teacher certification in dance results in university degree programs forfeiting responsibility for well-articulated teacher preparation” (Knowles, 49).
“[a]nother problem in the delivery of arts education is that so many demands are made on schools in poor areas that the arts are often the first to go” (Berube, 152).
“In a well-documented national study using a federal database of over 25,000 middle and high school students, researchers from the University of California at Los Angeles found students with high arts involvement performed better on standardized achievement tests than students with low arts involvement.” (Ruppert, 6)
“Economically-disadvantaged students who had exposure to the arts were more likely to have planned to earn a bachelor’s degree (74 percent) than were economically-disadvantaged students with little or no access to the arts (43 percent)” (Walker).
“the NDOE provide states with needed resources in national and state standards and assessments, teacher preparation, and services that support teachers and administrators” (Bonbright and McGreevy- Nichols, 149).

16. Rationale People’s environment play a huge role in how they are shaped as a person and their outcome.
Depending on where schools are located effects their curriculum and what they can afford.
Some schools don’t have the resources to support arts programs.
However, what is sometimes overlooked are the programs that can help.
Why

17. Public Schools DANCE!
This is a documentary that gives a real life example of how implementing dance arts can have a positive outcome for teachers, students, and the schools.
PS Dance! Dance Education in Public Schools. Dir. Nel Shelby. Perf. Jody Arnhold and Joan Finkelstein