Expanding children’s and teachers’ literacy repertoires

 

Dancing literacy: Expanding children’s and teachers’ literacy repertoires through embodied knowing
Using:
Leonard, A. E., Hall, A. H., & Herro, D. (2016). Dancing
literacy: Expanding children’s and teachers’ literacy repertoires through embodied knowing. Journal of Early Childhood Literacy, 16(3), 338-360.
Respond with:
A summary of the reading identifying its main ideas (5-6 sentences)
Personal response to the article (8-10 sentences)
A question for discussion that the reading raises (this should clearly outlined and formatted separately from the rest of the response)

 

 

 

Sample Solution

This article by Leonard, Hall and Herro examines the potential for teachers to integrate dance into their literacy instruction in order to enhance children’s literacy learning. It argues that using embodied knowledge — or physical activities such as dancing — can help students more deeply process and understand language-based skills without hindering their academic progress (Leonard et al., 2016). The authors go on to emphasize how this approach can also create a more engaging learning environment while promoting collaboration among both students and teachers.

The authors make the point that although incorporating movement is often considered “optional” in today’s educational settings, it can actually be an effective tool for teaching literacy skills when done properly. They argue that developing motor memory through activities like dance allows students to internalize certain concepts better than simply reading about them; as well as stimulating creativity which encourages students to think outside of traditional boundaries (Leonard et al., 2016). Furthermore, they highlight studies showing how this form of instruction has been successful in boosting both attitude towards language acquisition and overall performance across multiple grade levels.

My response to this article is one of appreciation for its focus on creative approaches towards education. I believe that allowing learners more freedom over how they interpret material will ultimately result in greater comprehension since each student is able to find ways of making content relatable according to their own personal preferences or interests. As someone who loves music myself, I always found it easier to remember facts when set against a rhythm or song — something which could be easily accomplished through practices such as those outlined here.

In conclusion, Leonard, Hall and Herro provide an interesting exploration into the benefits associated with combining traditional forms of literacy instruction with embodied knowledge via activities like dance. By doing so, not only do we promote engagement among our student body but also foster a sense of unity between teacher and learner as we all move together towards a common goal: expanding our repertoires through creative expression.

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