An interesting point about the levels introduced by dance is that they occur mostly in the pre-lingual arena. Much of what is addressed in dance class introduces the child to a stronger foundation for language. For example: every speech pattern has a cadence, a rhythm; dance teaches rhythm. In fact many music educators extol dance as the best way of teaching rhythm to the young musician. Every conversation or communication is a delicate synchronization, a reading if you will, between the two parties. Dance teaches synchronization. Watching and listening closely and performing the appropriate action. Even at the higher levels of imagination and emotions language is not used. And it is the realm of art to speak in the terms most appropriate to the emotion or concept being addressed. If it was more efficient to convey what dance, or any art for that matter, conveys with words then that would be the preferred mode used. The arts communicate concepts in the medium that imagination finds most efficacious. Those concepts many times cannot be easily or efficiently communicated with words. The words simply do not exist.
Specific Areas of Learning
Dance is multi-faceted. For the very young student, dance instruction involves a) socialization b) exercising and increasing concentration c)exercising and refining physical motor control d) exercise of the fullness of the imagination e) esthetic introduction and understandings introducing the child to the connection between the emotional and esthetic f) music appreciation and fundamental music introduction g) synchronization with others h) the sense of rhythm - temporal awareness, i) anticipation and sequencing skills j) spatial awareness, and there is more. Much of what is being worked on with the child are pre-linguistic or non-linguistic concepts. Extremely important in preparing the child for other "higher-level" learning experiences. Also important with integrating the individual with themselves and with the group. The holistic foundation put in place by dance is not formally presented to the child in all these aspects by any other modern-day class available. It is not a stretch to say that dance instruction for the young child is on the leading edge of education and education theory.
All of the elements mentioned above from "a" to "j" are either directly connected to immediate task-specific education or are necessary to support and facilitate follow-on educational experiences.
