Bodily Movements Creating Playful Ripple Effects in Social Education

In this paper, I explore the potential of the unexpected and contagious moments when teaching movement practices at The Danish Bachelor’s Program in Social Education (Pædagoguddannelsen in Danish). I argue that these unexpected moments can be understood through philosophical and sociological conceptualizations such as sociability, contagion, crowds, and laughter.

In Denmark, social educators (pædagoger in Danish) are professionals who practice, develop, and facilitate learning in, for example, daycare centers, where play and a child’s perspective are emphasized. Based on empirical material from a design-based research project where I have moved and danced with the students in the teaching space, I focus on three students who have the skill to act confidently in playful movements. They become play leaders through different contagious bodily movements that affect their fellow students. This can include changing the focus from technicality to playfulness by interacting with others as an end in itself.

The paper finds that the teacher cannot always affect all the students to participate in playful activities, and the teacher’s authority and technical skills can be a barrier. However, the teacher can set up an activity that allows some students to take the initiative, causing the other students to be pulled into the playful action. This can also happen when the teacher relinquishes control of a teaching play plan and goes along with what happens, allowing the students to take control. The insights from the study lead to questions about how educators in a traditional dance education context can explore similar potentials. New perspectives on unexpected moments in dance education can expand the knowledge about a less perfect and more playful kind of movement expertise.