Throughout this research project, the researcher will explore how dance can provide transferable skills to children in British primary schools. The chapters of this thesis will focus on the key themes and theories: pedagogy, social constructivist theory, transferable skills, the National Curriculum and continuing professional development. Each topic will be discussed chapter by chapter to discover how valuable transferable skills are to children and their importance to a child’s development through their early life.
The nature of the project allowed the researcher to conduct both primary and secondary research with a secondary research literature review dominating each chapter, with the penultimate chapter being the primary research findings of the research. Primary research was conducted by distributing a questionnaire to current primary school teachers. This research will focus on epistemology and ethnography of the research sample, and their experiences teaching in primary schools.
The project allowed the researcher to conclude that transferable skills built through dance in primary schools can be effectively transferred into different areas to aid the development of children throughout their educational journey. With the support of the other subjects in the National Curriculum, skills can be built in multiple different ways, and participants agreed that dance can be a valuable way to build key skills in a creative setting. The findings of the research suggested that teachers believed that dance is a key subject within the curriculum that blends both creativity and physicality. However, due to the primary research sample being specifically primary school teachers, they may not have any dance experience which may alter the reliability of the primary research.
PLEASE NOTE: You must be a member of the University of Lincoln to be able to view this dissertation. Please log in here.