Bridging Silos Through Dance Pedagogy: Integrating Biology, Geography, and Embodied Teaching in Graduate Education

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Abstract

This study explores the "Journey of Migratory Birds" project in an 12-week graduate dance pedagogy course at Beijing Normal University, with 15 students (10 dance educators, 5 performers) having ≥5 years of training. Using project-based learning, it integrated biology and geography via dance. Findings include development of "dance-science pedagogical content knowledge," cultural dance resources boosting science accessibility, and collaborative problem-solving aiding curriculum design, offering implications for interdisciplinary dance education.​


Author

• lilin chen, Beijing Normal University