Abstract:
The psychologist Jean Piaget called the cognitive development changes during adolescence the
formal operations stage, during which adolescents become adept at mentally manipulating the
world around them and systematically manipulating variables during scientific
experimentation. Adolescence is also a time for rapid psychological development. There are
certain characteristics of adolescence holistic development that are more deep-seated in culture
than in human biology or psychological structures. Learning has been defined as the "symbolic
and behavioral heritage received from the past that provides a community framework for what
is valued”. Precept is learned and socially shared, and it affects all aspects of an individual's
life. Social responsibilities, sexual expression, and belief system development, for instance, are
all things that are likely to vary by evolution. Combinations of behavioral studies have
demonstrated that the development of executive functions, i.e. cognitive, affective and
psychomotor skills, that enable the control and coordination of thoughts and behavior are
generally associated with the preferential.
The purpose of this study is to examine the psychological foundation of adolescence within the
creative process in dance and to examine how the creation of dance affects holistic development
in Adolescence. The Method of study is qualitative and the data analysis is based on content
analysis. Dance educators may find this information useful to design dance curriculum. The
growing body of knowledge on dance and learning may help educators to find effective ways
in which dance can facilitate learning during adolescence. This study contributes to our
understanding of how learning takes place through movement-creation, and provides evidence
that helps dance educators to be advocates for the integration of Sri Lankan art forms into the
secondary school curriculum. While it is likely that dance has many links with learning in
traditional academic settings, this focus has practical benefits because public education, in
general, privileges adolescence development.
