Utilizing Creative Dance/Movement Pedagogy & Concepts in a Second Grade English Classroom in Bali, Indonesia

By: Riley Lathrop; Mentor: Dr. Donna A. Dragon

Department of Dance; Bridgewater State University
Adrian Tinsley Undergraduate Research Symposium
Thesis Statement August 9th, 2019 Results
Students can demonstrate enhanced Daily Student Ex: What did you
cognition and a stronger sense of self Research Questions Reflections: learn today?
identity through the use of 1. How does teaching and learning through 1.Monday: What did you June 4th,
movement by English speakers dance concepts impact Balinese children’s learn today? 2019: 84% said
teaching English as a foreign language (ages 7-8) learning English as a foreign 2.Tuesday: What was “English,” and 15%
abroad. language in Ubud, Bali? your favorite part of rewrote the
2. How can the creative process be today? question.
implemented in a second grade English 3.Wednesday: What was
Action Research Context learning classroom in Bali, Indonesia? difficult about today? July 1st, 2019: 5%
• Suwat, Bali, Indonesia 4.Thursday: I am happy said “English,” 95%
• Second grade English learning in class when _____ gave an elaborated
classroom (ages 7-8) 5.Friday: I am special and specific
• Five weeks (June 3rd-July 5th, 2019) because ______ answer.
• Monday-Friday, class was 2 hours
THE CREATIVE PROCESS
long
• Initially, students were eager to copy others’
• International Volunteer Headquarters
and the teacher’s words, movements, and
(IVHQ) volunteer English teaching
answers.
project
• Encouraging divergent answers and problem
• Average of 22 students per day; 45
posing led students to demonstrate diverse
total students taught
Research Methods written responses, movements and answers.

Background/Problem • Action research; implemented lesson

• Need for mastery in English is intensifying.
• The “native speaker fallacy” says that any
English speaker is an effective English
plans through multiple intelligences;
collected quantitative and qualitative data
Daily Critical Reflection on Teaching:
• Action Research: first-person and second- 1.What went well? Why?
person research. What was my best teaching moment? Why?

teacher (Jakubiak 2016). • First-person: systematic examination of When were the students most engaged? Why?
What were challenges that arose?

• “You do not need to be a qualified or my practices through critical self- What did I do in the moment to adapt (or not) to the challenge?

experienced teacher to participate on this reflection. What is a strategy that could help adapt to this challenge in the future?
When were students least engaged? Why?

project” (IVHQ.com) • Second-person: examination of the How did students respond to each piece of the lesson? (verbally and
nonverbally)
• Children can be taught English in a culturally student population in their growth and What is the relationship between the content and pedagogy of the original

insensitive, submissive way (Jakubiak 2016). skills. lesson plan and what actually occurred? Why?
How was modifying the original lesson plan content and/or pedagogy

• Critical thinking, problem-solving, or the • Examined literature in the fields of dance effective (or ineffective) and Why?
How did students progress towards their student learning outcome? What

exploration of individuality can be and education to affect pedagogic evidence do I have?

Were there any moments that were a big surprise? (teaching methods or
neglected. decisions. student response)
How did I provide feedback to students? How did I differentiate for
Future Steps
• Historically, pedagogy in the colonial WHY MOVEMENT? students? How effective or ineffective was the feedback?

context of imperialism was tied to lessons How did I create or reinforce a safe learning environment for students? • Further analyze data
• Biologically, the parts of the brain that
in submission (Jakubiak 2016).
What was my inner attitude and energy towards coming into class today?
And, how did/could is affect students and my teaching? from student
control gesture and speech develop
• Lesson plans are not regulated or needed
How did I apply what I learned in my previous class to today?
responses
together (Hanna 2008). How will I use the information I learned in class today to guide tomorrow’s

through IVHQ.
class? • Develop honors
• The “enactment effect” says if verbal
thesis
phrases are encoded by self-performed
• Develop an ethical
Contact Information
actions, their retrieval is faster and more Acknowledgements English teaching
Riley Lathrop accurate than if those same phrases were
rlathrop@student.bridgew.edu I would like to extend my appreciation to my program abroad,
only heard or read (Macedonia et. al.
mentor Dr. Dragon, BSU Undergraduate Research, with English teacher
2011). and the Adrian Tinsley Program at BSU.
training