Civics in Movement: The Development of an Arts-Integrated Curriculum

• Morgan Boulden, Elementary Teacher Education, University of Delaware
• Marissa Jackson, Public Policy, University of Delaware

• Monica Frichtel, Department of Theater and Dance, University of Delaware

Arts-integration invites students to develop social and emotional learning skills while also providing them with opportunities of individuality through creativity. When referencing social and emotional learning, we are referring to the ability to recognize and manage emotions, be organized, set attainable goals, establish relationships with others, and appropriately handle challenging situations. To promote these skills in students, we have conducted research that will lead to the creation of an arts-integrated curriculum for the general education classroom that delivers content surrounding civics standards and ideas through movement-based activities. Movement-based activities allow students to participate in learning through the use of easily differentiated approaches to learning, while also providing them with opportunities to learn how to communicate through movement and gestures. Connections between civics and dance, such as communication and diversity, allow for the creation of integrated lessons that are effective and engaging for students. Following a literature review surrounding subjects such as democratic pedagogy, culturally responsive pedagogy, dance education, and previously established dance-integrated lessons, we started the foundation of an arts-integrated curriculum centered around civics education standards. To educate students about the functions of checks and balances, they will engage in a choreographic activity where each small group of students, representing the three branches of government, will create a movement phrase. Two students from each group will rotate to another “branch of the government” to check that the other groups are upholding the movement regulations set by the educator. This activity allows students to engage in democratic principles within the classroom environment, while also expanding upon their creative movement abilities.