Test

CHAPTER VII
CONCLUSION
From the studies discussed in Chapter II, and the various programs looked at in
Chapter III, to the R.O.A.D. program research completed for this project, it is clear that
dance education has a positive effect on students who are underserved. The results of
each study, whether scientific or purely observational, demonstrate the multiple and
varied benefits of dance education for at-risk children. From increased grades and
standardized test scores in academic subjects such as Math and English, to significantly
improved levels of emotional intelligence, dance education seems truly to speak to at-risk
populations.
This paper has demonstrated the vast impact that dance education can have on
children, in particular for those who are least likely to have access to it for financial or
other reasons. The physical and mental discipline taught by learning movements and
practicing them over and over again fosters motivation, and as the Dana Foundation’s
research has proven, this type of focus trains the brain’s attention network and transfers
directly to other learning. As discussed in the R.O.A.D. study, cooperative skills are
inherent in dance training in a way that can simply not be replicated through group work
in another subject. In programs like Groundworks Dance Theatre’s, creative problem-
solving is presented in a unique way. In each of the dance outreach programs – whether
it be the after school offerings of the Everybody Dance! studio in Los Angeles and Pointe

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West in Akron, or the in school residencies of groups such as the National Dance Institute
and R.O.A.D. – social and personal benefits abound. Dance provides an alternative
language, a code of expression, an opportunity to take risks, to lead, and to succeed.
Regardless of the specific type of outreach programming, participating students will reap
these benefits, and as Susan Puretz’s longitudinal study illustrates, will maintain them
over time.

As the limitations of the data suggest, however, a whole litany of studies could be
done to explore this issue further, to determine precisely what aspects of dance education
provide these benefits. Recurring patterns in the research indicate that the musicality of
dancing, the social aspect of dancing in a group, and the opportunity dancing provides for
individuals to express emotions could be reasons why dance speaks to at-risk children.
Involvement in movement education also provides an important sense of belonging for
children: Seham notes that “children are immediately given a social identity when, from
the moment of admission, they are collectively referred to as ‘dancers’” (9). That sense
of social identity for a child from a socioeconomically disadvantaged background is
invaluable, for as these children reach their teen years, negative options for social identity
will present themselves frequently, and often with great pressure. Next to food, water,
and shelter, Maslow documented belonging as a basic human need: dance is another way
to provide this, along with the aforementioned benefits. Where poor school and
healthcare systems and overworked or unprepared parents have failed these students,
movement can help them succeed.

Despite mounting evidence that dance education (and arts education in general)
has a positive impact on so many aspects of intelligence, financial resources to support

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this remain scarce. While there are some programs currently available to meet the needs
of at-risk children, many of these programs are too short lived to have real effect.
Successful programs such as Everybody Dance! and the National Dance Institute are far
too few in number. It seems apparent that programs such as these are needed in cities
nationwide, and they should be viewed as exactly that: needs, and not extraneous special
programs for which there are never enough funds. Hopefully, further research will
continue to support the patterns seen here, giving advocates for dance education the
support needed to sustain more dance outreach programs.

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BIBLIOGRAPHY

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Students.” Reading and Writing Quarterly 13.4 (1997): 333– 48.

“Akron, Ohio,” Wikipedia, 2011. Web. 5 June 2011.

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Development. Web. 5 June 2011.

Akron Public Schools. Akron Public Schools, 2009. Web. 5 June 2011.

Burgess, Gillian, Grogan, Sarah, and Les Burwitz. “Effects of a 6-week aerobic dance
Intervention on body image and physical self-perceptions in adolescent girls.”
Body Image. 3 (2006): 57 – 66.

Deasy, Richard J., Ed. Critical Links: Learning in the Arts and Student Academic and
Social Development. Washington: Arts Education Partnership, 2002.

Everybody Dance! Gabriella Axelrad Education Foundation, 2009. Web. 27 Sept. 2009.

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Gabriella Charter School. Gabriella Charter School, 2009. Web. 20 Oct. 2009.

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Guide Star USA, Inc. Web. 29 Sept. 2009.

Hetland, Lois, and Winner, Ellen. "The Arts in Education: Evaluating the Evidence for a
Causal Link.” Journal of Aesthetic Education 34.3-4 (2000): 3 – 10.

“Interactive Local Report Card.” Ohio Department of Education. Ohio Department of
Education. Web. 5 June 2011.

Keinanen, Mia, Hetland, Lois, and Winner, Ellen. "Teaching Cognitive Skill Through
Dance: Evidence for Near but Not Far Transfer.” Journal of Aesthetic Education
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Lewis, Nicole. "Artistic Expression." Chronicle of Philanthropy 18.10 (2006): 4 – 5.

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Lobo, Yovanka, and Winsler, Adam. "The Effects of a Creative Dance and Movement
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National Dance Institute: Inspiring Children Through the Arts. National Dance Institute,
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Otloski, Mark. Personal Interview. 11 February 2011.

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Posner, Michael, Mary Rothbart, Brad Sheese, and Jessica Kieras. "How Arts Training
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Concept of Selected Disadvantaged Girls. Diss. New York University, 1973.

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Seham, Jenny C. The Effects on At-Risk Children of an In-School Dance Program. Diss.
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.

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APPENDICES
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APPENDIX A. EMOTIONAL INTELLIGENCE SURVEY

EMOTIONAL INTELLIGENCE RUBRIC – FALL 2010 Student First Name: __________________________
Approval of Others Self-Responsibility Personal Meaning
Self-Awareness Awareness of Self-Approval Valuing Honesty

Others and Ethics
Student demonstrates
Student has high Student Student places a high Student is very Student demonstrates Student is engaged and responsibility,
accepting of others’ excellence in involved in integrity, and
awareness of his recognizes/accepts value on his physical, emotions, feelings, organization, time schoolwork and cooperative skills
beliefs, values, and management, and outside activities; (including accepting
emotions and their others’ emotions, academic, and social opinions: looks past neatness, and is an demonstrates intrinsic blame) in regards to
differences to create effective motivation, and has both authority figures
origins and engages in attitudes, and tastes, attributes, is very understanding. communicator and some metacognitive and peers.
problem-solver. awareness. Parents are
appropriate reactions to and can evaluate the comfortable with his involved in school.

his feelings. Student emotional responses opinions and

recognizes when a of others. acceptance level

reaction is among peers.

inappropriate.

Student has some Student is Student is somewhat Student is somewhat Student is fairly Student is somewhat Student understands
awareness of where his somewhat aware of unsure of one or more accepting of varying organized and neat, engaged, but may not the value of honesty,
feelings/emotions others’ personality aspect, emotions, beliefs, and and communicates pursue outside but may not always
originate, but may not feelings/emotions, may look to others’ opinions. May well. Developing time opportunities. Parents follow through in
always understand how and can sometimes opinions first, or is sometimes have management and are limitedly involved. action, especially in
to react to them recognize responses somewhat unsure of difficulty bridging problem-solving skills, regards to authority or
appropriately. as appropriate or social acceptance. such differences. and may need to learn Student is rarely accepting blame.
inappropriate. strategies in these engaged or interested
areas. in learning, and lacks Student takes little
Student has little Student seldom Student is unsure of Student seldom intrinsic motivation. responsibility for
understanding of why notices others’ himself, values the respects the emotions, Student has difficulty Parents are limitedly actions and emotions
he feels a particular emotions, and may beliefs of others over beliefs, and/or remaining organized involved. and has trouble
way and does not have not consider others’ his own, and has opinions of others. and completing tasks accepting blame and
many coping strategies. values or interests. uncertain social May have trouble on time, and/or Student lacks maintaining positive
standing. accepting opposing completed tasks are involvement and interactions with peers
viewpoints. “messy”. motivation, and has and authority figures.
Communication lacks difficulty maintaining
Student has little self- Student does not Student may have Student is clarity. interest. Little to no Student is not
control and little self- seem to recognize negative feelings about uncomfortable with parent involvement. accountable for his
awareness. others’ feelings. himself, few opinions, others’ beliefs, Student is disorganized actions or emotions.
Inappropriate behaviors and may be either anti- emotions, and and often off task, and May resent authority
are easily triggered. social or socially inept. opinions, especially may have trouble figures.
when they oppose his communicating needs
own. or ideas.

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APPENDIX B. HUMAN SUBJECTS APPROVAL
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