<![CDATA[Dance education in elementary schools is still dominated by visual imitation methods, which tend to limit students’ creativity and body awareness. This study aims to explore the application of somatic pedagogy, an approach focused on the mind-muscle connection in dance education across three different institutional contexts: public schools, schools based on Islamic values, and schools affiliated with Islamic boarding schools (pesantren). The study employed a qualitative approach with a multi-case study design. Data were collected through participant observation, in-depth interviews, and documentation, and were subsequently analyzed using both intra-case and cross-case analysis. The results indicate that somatic pedagogy can flexibly adapt to the cultural characteristics of each school through pedagogical negotiations led by teachers. In public schools, students’ creativity flourished through support from the three-center educational model and more open exploration of movement. In schools grounded in Islamic values, the implementation of somatic pedagogy occurs through adaptation to the school’s cultural norms, whereas in pesantren-based schools, the somatic approach fosters the development of students’ imagination and collaboration despite their diverse ability backgrounds. The shift from imitation-based learning toward conscious bodily experiences contributes to enhanced creativity, body awareness, and social empathy among students. The novelty of this research lies in the concept of pedagogical negotiation in the implementation of somatic pedagogy across various school cultural contexts, demonstrating that learning success is determined not only by the method but also by the teacher’s ability to adapt instruction in accordance with institutional values. The findings of this study contribute to the development of dance education in elementary schools that is more contextual, holistic, and oriented toward fostering students’ creativity.]]>
