Laban Movement Analysis as a Methodology for Promoting Creativity and the Arts Across the Curriculum

Abstract

The purpose of this qualitative participatory action-research study was to explore how four elementary school teachers incorporated Laban Movement Analysis (LMA) methodology, in particular the eight Effort Qualities (Dell, 1977) (light/soft or strong/powerful, fast/quick or slow/sustained, direct or indirect/flexible, and bound/close or free/open), across their curriculum and instruction. The study took place at both an urban parochial elementary school and an urban private school. Stories were collected through interviews, journals, lesson plans, e-mails, mail, and photos using a qualitative methodology over a period of 2½ months. Teachers came up with their own research questions and answered them throughout the study. In the final collaborative analysis (both participants and researcher) findings showed that when the teachers incorporated LMA in their curriculum and instruction, they became more creative, observant, and articulate and had a better understanding of human movement and expression. Results from the study indicated that for all four teachers, when exploring and incorporating LMA in their pedagogy, improvements occurred in pacing, movement, and expression as well as a better understanding of their behavior. In addition, teachers using LMA implemented more creativity and arts into non-arts disciplines, which enhanced and deepened their student's motivation, expression, and learning capacity.