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The purpose of this study was to reveal the benefits of BrainDance and to guide teachers on appropriate and tangible methods to intentionally integrate movement into their non-movement lessons to aid in student engagement. The researcher analyzed responses from surveys from ten participants regarding their comfort level in using movement as part of a lesson and the benefits they see in using movement. Next, the researcher taught the participants about BrainDance and how to integrate it into the subjects they taught. After being given time to implement BrainDance into their rooms, the researcher surveyed the participants again and analyzed the responses and how their observations changed. The research showed that when teachers were given guidance on how to use movement, they became more comfortable using it as part of instruction and that they felt the students were more engaged in the lesson when movement was incorporated.


BrainDance; dance; elementary education

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