The value of kinesthetic arts within the classroom

Movement affects the brain in many ways and most of the brain is active during physical activity. The old adage that we only use 5 –10% of our brain is out of date. Chief neurologist of the human motor control section for neurological disorders and stroke at the US National Institute of Health, Mark Hallet says that when athletes achieve excellence in a sport, “they are probably using close to 100% of their brain.”

In the classroom using the body means using more of the brain than students typically use for seatwork. In fact researchers agree there is no doubt that this is true. “Highly complex and novel movement involves most of the brain. During sport we can suddenly make rapid decisions, keep our attention up, monitor our emotions, remember our past, be alert for potential problems, create new solutions on the spot, keep our balance, watch the expression on someone’s face, move quickly and gracefully and still can remember the purpose of the activity.”

The research, the theory and real world classroom experience clearly support increasing the role of movement in learning. Movement has strong positive cognitive, emotional, social, collaborative and neurological effects.

The kinesthetic arts can be dramatic (dance, drama, mime, theatre, musicals), industrial (sculpting, auto repair, design, electronics, building, metal and wood work) or recreational (playtime, classroom games, physical education, sports, active health programmes.) These movement oriented activities let students communicate with others, demonstrate human experiences, show insights and solve common problems.

Learning is commonly divided into two broad areas: Explicit and implicit. Explicit is “labelled learning”; what students read, write and talk about. Learning the capital cities of the counties in the world is an example of “labelled learning.” Implicit learning includes, hands on learning, role- plays, trial and error, life experiences, drama

games and active learning. Researchers believe that implicit learning is much more reliable than old-style classroom education with an emphasis on reading textbooks and memorizing facts.

Below is some of the evidence in support of movement and kinesthetic arts within the classroom…

Teachers in one High School study reported significant differences in maths and verbal test scores between students taking dramatic arts versus those not taking dramatic arts. In another study, students were tested for creativity. The theatre students scored higher marks than non-music students. Researchers concluded that both theatre and dance students are asked to improvise which may prime the brain for new ideas and the will to carry them out.

Play has the recipe for brain growth built in: challenge, novelty, feedback, coherence and time. Reading, counting, speaking and problem solving are all maturation correlated. It is play that speeds up the process.

Dance can develop balance and ultimately reading skills. With an increasing sedentary population, dance routines involve spinning, leaping, crawling, rocking, rolling, pointing and matching, which all in turn stimulate the motor-cerebella-vestibular system.

Dramatic arts can increase cognitive skills. Berthox states, “While in motion, the brain acts like a flight simulator, constantly inventing, moving mental models to project onto a changing world. This synthesis of proprioception, timing, sequencing, and kinesthetics is an extraordinary mentally complex operation, and it builds thinking skills.”

Kay & Subotnik’s research clearly shows neurobiological systems necessary for improved marks include quick thinking, mental model development, task sequencing, memory, self-discipline, problem solving and persistence. These and other related skills are developed through the dramatic arts.

There was a time the ‘manual arts’ were only for the less able students, those who might end up doing a trade. This attitude is incorrect. Kinesthetic arts deserve a strong, daily place in the curriculum for all age students.

In the province of Quebec in Canada, a study of 546 primary school children was conducted to determine if there was a causal link between recreational activity and cognition. Children were given one hour a day of physical education while the control group had none. The experimental group significantly outperformed the control group. The results seem to suggest that physical education is responsible for improved self-concept, enhanced academics and enjoying school more. Other data suggests physical education lowers stress, improves circulation and increases cell growth and growth hormones.

For thousands of years the human body has been walking, sleeping, leaning, running, doing or squatting. As Howard Gardner stated, “I believe in action and activity. The brain learns best and retains most when the organism is actively involved in exploring physical sites and materials and asking questions to which it actually craves the answers. Merely passive experiences tend to attenuate and have little lasting impact.”

The body has not adapted to the chair. Sitting is hard work, bad ergonomics and runs the following risks: poor breathing, strained spinal column and lower back nerves, overall body fatigue plus less opportunity for implicit learning.

Practical suggestions

Use drama and role-plays: use daily or weekly role-plays to reinforce ideas and concepts. Enrol students into playing charades to review main ideas of a lesson or topic. Ask students to write and perform sixty second TV commercials to advertise what they have learned.