Enhance Learning through BrainDance Movements: An Empirical Study

Linda H. Chiang, Orlando Griego


APA 6th edition
Chiang, L.H., & Griego, O. (2017). Enhance Learning through BrainDance Movements: An Empirical Study. IJEM - International Journal of Educational Methodology, 3(1), 17 - 23. doi:10.12973/ijem.3.1.17

Harvard
Chiang L.H., and Griego O. 2017 'Enhance Learning through BrainDance Movements: An Empirical Study', IJEM - International Journal of Educational Methodology , vol. 3, no. 1, pp. 17 - 23. Available from: http://dx.doi.org/10.12973/ijem.3.1.17

Chicago 16th edition
Chiang, Linda H. and Griego, Orlando . "Enhance Learning through BrainDance Movements: An Empirical Study". (2017)IJEM - International Journal of Educational Methodology 3, no. 1(2017): 17 - 23. doi:10.12973/ijem.3.1.17

Abstract

The purpose of this study was to compare and associate BrainDance activity to a control group on reading scores as well as social, learning, and negative behavior. A total of 40 students in two classrooms participated in this study. A Likert scale and words per minute   reading scores followed by quantitative analysis using a t-test to document and assess students’ behaviors and reading scores. The findings indicated no significant difference in reading fluency, but the BrainDance group improved in four specific areas—focus, use of sense, multiple senses, and restlessness. There were positive correlations of social and learning behaviors, but negative correlations for learning and negative behaviors in addition to social and negative behaviors.

Keywords: Brain dance, words per minute, reading fluency, social behavior, instructional practices.


References

Abadzi, H. (2011). Reading fluency measurements in EFA FTI partner countries:           Outcomes   and improvement prospects. Washington, DC: EFA FTI. Retrieved from http://www.globalpartnership.org/download/file/fid/2467

Booth, F. W., & Lees, S. J. (2006). Physically active subjects should be the control group. Medical Science and Sport Exercise, 38, 405-406.

California Department of Education (2011). A Look at Kindergarten through Grade Six in            California Public Schools and the Common Core State Standards: Transitioning to the Common Core State Standards in English Language Arts and Mathematics. California Department of Education. www.cde.ca.gov/re/cc/documents/a look st K through6.pdf

Caine, R. N. & Caine, G. (1990). Understnading a brain-based approach to learning and teaching. Educational Leadership, 66-70. Retrieved, April 24, 2015. www.ascd.com/ASCD/pdf/journals/ed_lead/el_199010_caine.pdf

Cotman, C. W. & Berchtold, N. (2002). Exercise: A behavioral inteervention to enhance brain and plasticity. TRENDS in Neurosciences, 25,(6), 295-301.

D’Arcangelo, M. (2000). How does the brain develop? A conversation with Steven Peterson.     Educational Leadership, 58, (3), 68-71.

Gilbert, A. G., & Rossano, A. (2006). Brain-compatible dance education. Amer Alliance for Health, Physical Education, Recreation, and Dance. Reston, VA.

Gilbert, A. (2000). Brain. from http://creativedance.org/about/braindance

Glomstad, J. (2004, 18 October). Burden of proof: Occupational therapists are researching         the science behind sensory integration. Advance for Occupational Therapy

Practitioners, 20(21), 18. Retrieved, June 7, 2014. http://www.atotalapproach.com/docs/si.pdf

Goswami, U. (2009). Mind, brain, and literacy: Biomarkers as usuable knowledge for education. Mind, Brain, and Education, 3(3), 176-184.

Graham, B. E. & van Ginkel, A. J.(2014). Assessing early grade reading: The value and limits of 'words per minute'. Lnaguage, Culture and Curriculum, 27:3. 244-259. DOI:

Hillman, C., Erickson, K., & Kramer, A. (2008 January ). Be smart, exercise your heart: Exercise effects on brain and cognition. Nature Publishing Group, 9, 58-65.

James, K. (2010 March). Sensori-motor experience leads to changes in visual processing in the developing brain dos:10.1111/j.1467-7687.20020083.x Developmental Science, 13(2), 279-288. Blackwell Publishing Limited.

Jensen, E. (2008). Enriching the Brain: How to maximize every learner’s potential. San Francisco, CA: Jossey-Bass.

Kim, K. (1995). Moving to learn. Instructor, 104, 66-69.

Kubina, R. M. Jr., Amato, J. Schwilk, C. L., & Therrien, W. J. (2008). Comparing performance standards on the retention of words red correctly per minute. Journal of Behavioral Education, 17, 328-338, DOI 10.1007/s10864-008-9071-4

Magee, P. T.  (1998). Brain dancing: Work smarter, learner faster, manage information more effectively. Bellevue, WA: Magee Research..

Maas, J. B., & Johansson, G. (1971a). Motion perception, Part I: 2-Dimensional motion perception (Film). Boston: Houghton Mifflin.

Maas, J. B., & Johansson, G. (1971b). Motion perception, Part II: 3-Dimensional motion perception (Film). Boston: Houghton Mifflin.

Nilges, L. M., & Gallavan, N. P. (1998). How can I make social studies move?  Social Studies and the Young Learner, 10(4), 5-8.

Opacic, T., Stevens, C., & Tillmann, B. (2009). Unspoken knowledge: Implicit learning of structured human dance movement. Journal of Experimental Psychology: Learning, memory and cognition. 35, 1570-1577.

Pica, R. (2006). Learning in leaps and bounds. Teaching Elementary Physical Education, 17(3), 31-34.

Rose, N. & Abi-Rache, J. M. (2013). Neuro: The new brain science and the management of the mind.  Princeton, NJ: Princeton University Press.

Schuh Moore, A., Destefano, J. & Adelman, E. (2010). Using opportunity to learn and early grade reading fluency to measure school effectiveness in Ethiopia, Guatemala, Honduras, and Nipal. Washington, DC: EQUIP2. Retrieved from http://www.equip123.net/docs/e2-School_Effectiveness-Synthesis.pdf

Shaywitz, B. A., Shaywitz, S. E., & Blachman, B. A., Pugh, K. R.; Fulbright, R. K.;

Skudlosski, P.; Mercl, W. E.; Constable, R. T.; Holahan, J. M.; Marchione, K. E.; Fletcher, J. M.; Lyon, G. R.; Gore, J. C. (2004 May). Development of left ocipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychology, 55 (a), 926-933.

Skoning, S. (2010). Dancing the curriculum. Kappa Delta Pi, 44,(4), 170-174.

Sousa, D. (2011).  How the brain learns. Thousand Oaks, CA. Corwin Press.

Tokuhama-Espinosa, T. (2011). Mind, brain, and education science: A comprehensive guide to the new brain-based teaching. New York: W.W. Norton &Company.

Trudell, B. & Schroeder, L. (2007). Reading methodologies for African languages: Avoiding linguistic and pedagogical imperialism. Language, Culture and Curriculum, 20, 165-180. Doi:10.2167/lcc333.0

Westendrop, M., Hartman, E., Houwen, S., Smith, J., & Visscher, C. (2011). The relationship between gross motor skills and academic achievement in children with learning disabilities.  Research in Developmental Disabilities, 32, 2773-2779.

Wilson, M. (2002). Theoretical and review articles. Psychonomic Bulletin & Review. 94, 625-636.