Creating Thinking: Immersive Dance Theater as 4E Cognition in the Wild
Journal of Dance Education July 3, 2021 DOI: 10.1080/15290824.2021.1928675 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Population | Secondary dance classroom students |
| Intervention | immersive dance theater project |
| Keywords | Education |
| Citations | 4 |
| Key points | Argues that immersive dance theater projects in secondary education embody 4E cognition and offer a promising avenue for creativity research. |
Abstract
ABSTRACT The creative dancing body is an ideal exemplar of the embodied mind. However, creativity research has ceased to develop due to a lack of study of the embodied mind in cognitive science. Thus, much can be gained through exploring ways in which we maximize students’ creative potential by engaging 4E cognition through rich dance experiences. In my secondary dance classroom, 4E cognition is most evident in our annual immersive dance theater project. The project presses creators to make an art event that encourages cognition “in the wild,” or in real-world problem-solving situations. This article briefly explores cognition through a 4E lens, and discusses ways immersive dance theater projects catalyze and capitalize on each E. It then draws connections between 4E cognition, radical embodied cognitive science, and immersive dance theater to suggest future creativity research may benefit from extensive study of the genre in K-12 education.