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Tunyan, Knarik
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Spring 2020
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2020
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4609_kai.richardson.pdf
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The following paper describes a multi-step instructional program for implementing art-based teaching and learning. As part of the program, dance is used as a catalyst, in conjunction with standard didactic instruction, to teach fundamental mathematical concepts to elementary school students. This collaborative learning technique was designed with the belief that cross-disciplinary learning facilitates improved comprehension. Through targeting several of the identified intelligences, this multimodal teaching strategy allows educators to provide multiple ways for students to derive deeper understandings, as learners who have been offered multiple modes of representation are able to increase their knowledge retention and in turn, develop strong critical thinking and problem-solving skills.
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