Speed: Dance improvisation: dynamic opportunities and creative possibilities for students in the P.E. context

“Improvisation is widely used to experience new ideas in the process of composing a new choreography (Smith-Autard 2010), and it is considered a creative method by many contemporary choreographers (Kloppenberg 2010; Lavender and Predock-Linnell 2001). Improvisation exercises are very common in the practice of teaching and learning choreography, and they are a way to allow students to explore movements and to find material that they will later consider for developing choreography.”
From Biasutti, M (2012). “Improvisation in dance education: teacher views” in Research in Dance Education, 2013, Vol. 14, No. 2, 120–140.
Dance in Physical Education (P.E.) has the potential for helping students develop aspects of physical literacy: fundamental movement skills, positive social interactions, critical and creative thinking, and the ability to confidently express themselves using their body. Traditionally, dance teaching in the P.E. context has encountered challenges (Rustad, 2012), with these possibly exacerbated by the current pandemic. By drawing reference to dance research, P.E. goals, and a "recent masterclass for P.E. teachers, this presentation touches on how dance improvisation as performance pedagogy can be harnessed to impact and influence dance teaching in the P.E. context; thereby promoting teacher confidence and sparking student creativity and enjoyment of dance learning. Through sharing his experience at conducting a recent experiential masterclass for P.E. teachers, the speaker underscores the point that exciting opportunities in P.E. exist in the new norm for teaching students dance skills and creative ways of expression."