Questo articolo vuole essere un omaggio ad una forma di arte che unisce eleganza e fatica fisica e che ha fatto parte della mia vita per tantissimi anni, accompagnandomi nel difficile percorso di vita che è l’adolescenza: la danza.

Affrontare questa disciplina artistica insegna a porsi degli obiettivi sfidanti da raggiungere lavorando “sodo” sul proprio fisico ma, nello stesso tempo, permette di sviluppare la propria creatività cercando nel proprio animo gli strumenti per dare corpo alla propria emozionalità ed ai propri sentimenti.

In che modo, però, la danza può assumere una valenza educativa? Per la sua stessa essenza.

Dedicarsi alla danza, già da bambini, garantisce, alla stregua di altre discipline educative, il benessere fisico, psichico ed intellettuale della persona e, ciò, facilita attivamente l’apprendimento. Le coreografie, composte da passi scanditi e ben definiti, sono utili sia a conferire bellezza al portamento che a garantire un perfetto equilibrio osseo-articolare, nonché un validissimo strumento mnemonico, il che, unito alla libertà di esecuzione e di interpretazione, eleva il movimento ad una dimensione di partecipazione quasi spirituale.

Di conseguenza conoscere e praticare questa disciplina rappresenta per il bambino un’importante occasione di crescita non solo corporea ma anche emotiva, utile, inoltre, in un percorso di educazione affettiva in ambito scolastico.

Attraverso la danza l’allievo impara a conoscere il proprio corpo e ad utilizzarlo come strumento di comunicazione attraverso il movimento, la cui qualità è direttamente proporzionale alle emozioni che riesce a suscitare.

Riconoscere e gestire le emozioni attraverso la danza la innalza a disciplina di grande valenza pedagogica anche se ancora non riconosciuta come dovrebbe.

In realtà in Italia si dà già risalto all’importanza, nella scuola, dell’educazione alla comunicazione attraverso i linguaggi dell’arte, tra cui teatro, danza e musica, ma, per quanto riguarda la danza non è così semplice inserirlo nel Piano di Offerta Formativa.

L’ostacolo alla realizzazione di laboratori coreografici di danza nella scuola richiede, principalmente, la presenza di uno specifico ambiente di apprendimento nel quale possano prendere forma le abilità, anche non espresse, del bambino, quindi che sia spazioso, arieggiato ed insonorizzato ma, soprattutto, richiede un salto di paradigma della cultura didattica, ancora legata alla tradizione, che dovrebbe aprirsi ad un metodo nuovo e complesso di stampo multidisciplinare.

Mi auguro che ciò avvenga presto!

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