Abstract

As education is becoming increasingly interdisciplinary, the arts have much to learn from each other. The question remains: how can the arts work together without stepping on each other’s toes? This article addresses that very question and strives to deliver some answers. The author discusses the possible learning outcomes of integrating “movement principles” into a traditional college creative writing curriculum. Borrowing exercises in the fields of dance, theatre, visual art, and music and fusing them with classroom activities from various creative writing texts, the researcher argues that movement can improve student participation and productivity. The findings of a 2007-2008 classroom study where students at North Central Texas College were exposed to movement exercises in addition to their ordinary creative writing curriculum are examined in this article.