According to research results and school principal feedback Dancing Classrooms (featured in the 2005 award-winning documentary Mad Hot Ballroom):
- increases student awareness and acceptance of other cultures
- increases student social skills
- improves student perception of school
- increases student physical exercise levels
- decreases student behavior management difficulties
- improves academic performance
Social Development:
Two research projects indicate that Dancing Classrooms does make positive changes in participant social
development:
Philliber Research Associates, St. Louis, Missouri, 2005
1. Student pre & post, teacher, parent, and Teaching Artist questionnaires
2. Student demographics: 25% African-American, 25% Hispanic, 30% Asian, 20% Anglo
3. Respondents agreed that Dancing Classrooms:
- helped students overcome social anxieties
- enhanced respect and increased social skills
- increased student confidence and self-esteem
- increased student awareness of other cultures
- increased student physical development, coordination and participation in physical activity
Teacher Comment: many learned how to interact better with their peers; many learned to be more respectful of one another.
Dr. Larry Nelson, UTA College of Education, Arlington, Texas 2006
1. Pre & post test protocol on 624 5th graders (1/3rd in control group)
2. Sense of Mastery Global Scale and Sense of Relatedness Scale:
- Very Strong Statistical Difference:
- If I try hard it makes a difference.
- There are people who will help me if something bad happens.
- I get a lot of encouragement at my school.
- School will help me be successful.
- Strong Statistical Difference:
- I will be happy and successful when I grow up.
- I am getting the exercise that I need.
- People accept me for who I am.
- I feel supported.
- It makes me sad to see a girl or boy who cannot find anyone to play with.
- I respect people who are different then I am.
- Social Support within the Sense of Relatedness scale showed a Very Strong Statistical Difference
Childhood Obesity:
Two research projects indicate that Dancing Classrooms has a positive impact on some of the variables that lead to childhood obesity:
Shirley Huang, MD., Weill Cornell Medical College, 2007: Physical Activity Levels of School-Age Children in a Ballroom Dancing Program.
Objective: to determine if Dancing Classrooms engages children in moderate to vigorous physical activity (MVPA) at least 50% of class time.
Methods:
- Descriptive/Prospective Study
- Measurements: Random classes during first half and second half of the program
- Physical Activity Assessments:
- Subjective: System for Observing Fitness Instruction Time observation method
- Objective: heart rate monitoring
Conclusions:
- Dancing Classrooms does meet national recommendations of providing at least 50% of class time in MVPA
- Increasing time in MVPA is demonstrated as program progresses Dancing Classrooms may be an appropriate means for children to achieve MVPA.
Dr. Larry Nelson, UTA College of Education, Arlington, Texas 2008
Reason for research project: because the obesity epidemic is increasing throughout the nation at an alarming rate administrators and funders are paying special attention to the physical activity levels of children in physical education programs. This study examines how different types of Dancing Classrooms activities (both individually and in aggregate) influence heart rate responses and time spent in, above, and below fifth graders’ target heart rate zones. Students in the study (N=200) were measured by wearing Polar E-600 heart rate watches to determine Dancing Classrooms impact on fitness and overall contribution to daily physical activity with the physiological accuracy of an electrocardiogram.
Preliminary findings: though the data has not yet been fully inputted and analyzed (as of November 2008), passive data entry findings at this point may suggest that all of the dances, except Waltz, will closely meet the minimum 55% of max heart rate exercise threshold that has become the standard in physical education research. Tango will likely exceed the other dances entering into a 65% max heart rate range, and Swing is likely to meet “vigorous” standards upwards of 75%. Specific conclusions and variations in data relationships are yet to be determined.
School Principal Survey
2008-2009 School Year: New York City
1. Did you see a positive change in the way children who took Dancing Classrooms treated each other:
Yes: 96.3% No: 3.7% Don’t know: 0%
2. Did your school climate experience a positive change after the children completed Dancing Classrooms:
Yes: 92.3% No: 3.9% Don’t know: 3.8%
3. Do you believe Dancing Classrooms has any impact on academic performance:
Yes: 80.8% No: 7.7% Don’t know: 11.5%
4. Did your school experience a drop in behavior management problems in the children taking Dancing
Classrooms:
Yes: 79.2% No: 16.6% Don’t know: 4.2%
5. Do you believe that Dancing Classrooms increase parent involvement in your school:
Yes: 70.4% No: 22.2% Don’t know: 7.4%
Dancing Classrooms Pittsburgh
A recent study of the Dancing Classrooms program sponsored by our Pittsburgh Dancing Classrooms site
(Mercy Behavioral Health) demonstrates that the 5th grade students who participated in the Dancing
Classrooms program had significantly improved grade point averages after three grade quarters of
observation. The grades were also improved for students participating in Dancing Classrooms when
compared with the 5th grade students who did not participate for the subjects Social Science, Science and
Math. Led by Dr. Janice Pringle from the University of Pittsburgh
