TY - CHAP

T1 - Dance and the quality of life at schools

T2 - A Nordic affiliation

AU - Anttila, Eeva

AU - Svendler Nielsen, Charlotte

N1 - CURIS 2019 NEXS 092

PY - 2019

Y1 - 2019

N2 - This chapter considers how dance can foster quality of life at schools. Writingtogether for the first time, we discuss dance as embodied learning, a topic we have both explored in previous research, and introduce Martha Nussbaum and Amartya Sen’s (1993) philosophical framework for assessing quality of life into dance education research. We propose that this theoretical model – the Capability Approach (CA) – adds holistic substance to the often-claimed educational value of dance, and enhances understanding of conditions related to dance and quality of life (Nussbaum, 2011).Our paths crossed first in the context of Dance and the Child International (daCi),an international organization aimed at providing access to dance for children andyoung people, and for dance educators and researchers from across the globe toexchange ideas and knowledge. During triannual daCi conferences, we haveattended and presented in many of the same sessions, exchanging reflections on the significance of cultural contexts, cultural differences, the meaning of language within dance education practice and research, and on our Nordic connection. At the 2009 conference in Jamaica we made a decision to exchange data and together apply for research funding. After several attempts, we now have a formal possibility to collaborate, thanks to a research project titled “Art as Public Service: Strategic Steps towards Equality” (ArtsEqual, project number 293199), funded by the Strategic Research Council of Finland. ArtsEqual focuses on inclusion, participation, equality, and student well-being at schools – all quality of life indicators – through the lens of arts education.

AB - This chapter considers how dance can foster quality of life at schools. Writingtogether for the first time, we discuss dance as embodied learning, a topic we have both explored in previous research, and introduce Martha Nussbaum and Amartya Sen’s (1993) philosophical framework for assessing quality of life into dance education research. We propose that this theoretical model – the Capability Approach (CA) – adds holistic substance to the often-claimed educational value of dance, and enhances understanding of conditions related to dance and quality of life (Nussbaum, 2011).Our paths crossed first in the context of Dance and the Child International (daCi),an international organization aimed at providing access to dance for children andyoung people, and for dance educators and researchers from across the globe toexchange ideas and knowledge. During triannual daCi conferences, we haveattended and presented in many of the same sessions, exchanging reflections on the significance of cultural contexts, cultural differences, the meaning of language within dance education practice and research, and on our Nordic connection. At the 2009 conference in Jamaica we made a decision to exchange data and together apply for research funding. After several attempts, we now have a formal possibility to collaborate, thanks to a research project titled “Art as Public Service: Strategic Steps towards Equality” (ArtsEqual, project number 293199), funded by the Strategic Research Council of Finland. ArtsEqual focuses on inclusion, participation, equality, and student well-being at schools – all quality of life indicators – through the lens of arts education.

KW - Faculty of Science

KW - Dance

KW - Quality of life

KW - School children

KW - Dance education

KW - Dance as embodied learning

KW - Young people

KW - Children

U2 - 10.1007/978-3-319-95699-2_19

DO - 10.1007/978-3-319-95699-2_19

M3 - Book chapter

SN - 978-3-319-95698-5

T3 - Social Indicators Research Series

SP - 327

EP - 345

BT - Dance and the Quality of Life

A2 - Bond, Karen

PB - Springer

CY - Cham, Switzerland

ER -