Honing In on my Questions

I started with the idea of using Orff methods of music instruction—combining it with movement and dance—with Instructional Design and then ran into something about the importance of breathing. Then, I thought that if breathing gives us a sense of confidence and beauty (as in vocal instruction), then that should be able to be applied to the world of education and learning so we can make people confident in what we’re training them to do. Using movement in instruction should make people more confident in what we’re training them to do.

I understand that movement in dance is much easier to detect and learn in a dance class, or in a softball game. But movement is not the peak of engagement. There was another study that talked about dancers who teach themselves to “multitask,” and think of other things while they do their dances, thereby losing the emotional connection with the action. (I think that translates to dancers who dance with Flow rather than Focus.) These dancers have to re-teach themselves to focus on the basics of what their bodies are doing as they dance in order to put emotion back in their dances.

· Is the emotional connection is triggered by focus/peak of engagement?

· Is it possible to come up with a peak of engagement for every profession; not just

There are some studies that say that learning is emotionally-based. I started going over my notes of things that have interested me in the past few years, and I remembered a story about a