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ABSTRACT
The creative dancing body is an ideal exemplar of the embodied mind. However, creativity research has ceased to develop due to a lack of study of the embodied mind in cognitive science. Thus, much can be gained through exploring ways in which we maximize students’ creative potential by engaging 4E cognition through rich dance experiences. In my secondary dance classroom, 4E cognition is most evident in our annual immersive dance theater project. The project presses creators to make an art event that encourages cognition “in the wild,” or in real-world problem-solving situations. This article briefly explores cognition through a 4E lens, and discusses ways immersive dance theater projects catalyze and capitalize on each E. It then draws connections between 4E cognition, radical embodied cognitive science, and immersive dance theater to suggest future creativity research may benefit from extensive study of the genre in K-12 education.
Notes
1. The connection between 4E cognition and RECS is complex and beyond the scope of this article, but for the purpose of this discussion, it suffices to define RECS as “the study of cognitive science as the scientific study of perception, cognition, and action as necessarily embodied phenomenon, using explanatory tools [such as DST] that do not posit mental representations” (Chemero Citation2009, 30). For a richer understanding of the relationship between the multiple branches of embodied cognitive science, please see Chemero (Citation2009).