Growth in Motion: Supporting Young Women’s Embodied Identity and Cognitive Development through Dance After School

March 1, 2008 | Public Programs

Dance classes provide a model for afterschool and in-school education where multiple, “embodied” modes of teaching and learning enhance development and where risk-taking is rewarded rather than punished.

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Mira-Lisa Katz

Author

Sonoma State University

Citation

Publication Name: Afterschool Matters

Volume: 7

Page Number: 12

Resource Type: Peer-reviewed article

Discipline: Art, music, and theater | Education and learning science

Audience: Youth/Teen (up to 17) | Educators/Teachers | Museum/ISE Professionals

Environment Type: Public Programs | Afterschool Programs

Access and Inclusion: Women and Girls

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