Mechanism by which Pupils Deepen their Expression in Creative Works:

Focusing on Cognitive and Physical Activities among Lower Graders during a Rhythmic Play Class

Abstract

This study aimed to reveal lower pupils’ transformation in cognitive and physical activity through creative work in a rhythmic play unit with the perspective of the deeper learning process model. The analysis revealed that: 1) pupils engaged in creative works while planning from rhythmic, physical, and dynamic viewpoints when a teacher presented creative dancing movements (resource constraint) and imposed conditions for dancing while working out the movements (characteristic constraint); and 2) pupils who successfully integrated their insights into movements (Group H) could express themselves by movements, utilizing the expression method and skills they had already acquired, despite the imposed constraints, or further developed their expressions by verbalizing. Those pupils who failed to do so (Group L) merely recognized a task and made attempts, taking longer to develop their movements further.