ABSTRACT
The New Zealand curriculum describes dance education as a way of knowing, enabling students to engage in ways that integrate thinking, feeling and moving. Through active engagement and participation in dance, students develop embodied knowledge. As they make connections with their own and other's ideas, stories and cultural identities, they develop positive relationships with each other and with dance. Teachers who know their students well and know how they learn can make connections within and across the curriculum to find relevant and meaningful contexts for learning dance. According to Kirsten, participation in dance helps her students develop confidence and self-esteem, as they make positive connections with each other and with their learning. The challenge remains to convince education policy makers that the New Zealand curriculum vision statements can be realised through creative dance and that learning to move can also be 'moving to learn'.
