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date: 24 May 2019

Abstract and Keywords

This chapter considers how creative dance for personal and social wellbeing can fulfil curriculum needs at various educational levels, how it is provided in two contexts—regions of Scotland and Germany—and what implications there are for policy making and teacher training. The authors discuss how cognitive engagement in the task of creating dances has the potential to challenge pupils in a unique, multidimensional way. Thought is given to how it affects self-image and feelings of self-worth, and to the cultural criteria which permeate the formal curricula in both settings. The value of the creative process and the performance outcome is viewed from the teachers’ and pupils’ perspectives through personal accounts, viewed in an interpretive framework and supported by educational theory. They are presented in a way which reflects shared understanding of the place of personal wellbeing in these contemporary educational contexts, despite—or aided by—legislation.

Keywords: creative dance, school curricula, physical education, self-image, personal wellbeing, teacher training

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