Mindfulness and dance improvisation practices for high school contemporary dance in a studio setting

This paper outlines the teacher self-study utilized to explore and create dance improvisation practices that support mindfulness for a contemporary dance class in the studio setting for high school students. After examining published literature on mindfulness, dance improvisation in dance education, and meditation, the author then considers their personal experience that a mind-body connection helps dancers appreciate, understand, and comprehend their unique movement style. The practices and activities developed are centered around this goal and take into account the author's teaching experience and the relationship between how teaching practices inform pedagogy. Activities created integrate poems, art images, and descriptive words for a high school-level contemporary dance class that can be utilized by dance teachers for dance classes in various settings and age groups.