Written by Polly Ferguson-Carruthers
“I see dance being used as communication between body and soul, to express what is too deep to find for words” Ruth St. Denis
I’ve had the pleasure of teaching dance for over 15 years now with various ages and settings. Throughout these years I continue to learn how dance can provide a safe space for anyone to explore their feelings and emotions. I originally started teaching dance to young people of a similar age to me, sharing musical theatre routines and simply getting excited to create a new routine to the latest pop song. However the older I got the sooner I realised I didn’t fit into the traditional ways of how a dancer ‘should’ look. I had only seen dancers that were of a certain frame and if you didn’t fit into that ‘look’ then you were not deemed a dancer and definitely not a dance teacher.
But over the years I continued to persist and gain further dance experience & training (even if I was told dance wasn’t for me) in not so ‘British traditional dance’ forms and learnt styles in Bali (Topeng), Thailand (Kohn Kohn) , Australia (Hip hop, Musical & Street), Zumba Instructor (Brazilian) and Dartington College of Arts (Contemporary).
Each of these experiences taught me valuable lessons that dance was a chance to express myself. But to also learn way to teach others, to listen to varied styles of music and break down the stigma of dance only being for a certain type of person.
Many years on, I was approached to teach dance in Primary schools as part of CPD (Creative Professional Development) programme. This programme was about enhancing teachers knowledge in dance and providing staff with a new skillset that they could then teach their students. What I initially thought I would be apart of for a term ended up being 4 years and still going strong.
It came apparent to me that Primary school teachers are given nearly as little as 2 days training during their PGCE course. I found this astonishing. Teachers, who may have had bad experiences when they were growing up, or like me, deemed themselves not a dancer, were then being asked to teach a classroom of children to dance with various needs. Of course, teacher aren’t going to feel confident in this subject when they have been given little, to know training in this area. But also dance has been deemed as a less-important subject within a school setting. But this is where my argument starts?
Dance is so much more than just dance! Dance isn’t just learning a routine, copying a teacher at the front of the class and seeing if you can keep up with the steps. Dance is an opportunity for a child to create and be responsive to music, to feel something through rhythm. Dance is a chance for young people to express themselves in the outside world, when they go to parties, celebrations and social events (PSHE Curriculum). Dance is everyday movement merged with melody and timings (Maths Curriculum). Dance is a opportunity to developing working as a team and sharing ideas that spark your imaginations (Personal Development). Dance is a opportunity to explore & understand lyrics through movement (English Literacy & Oracy). Dance is a way of developing leadership and teambuilding skills. Dance is a chance to be in your body!
I have often been approached by teachers at the beginning of term with ‘This child will not engage in dance’, ‘There are many boys in this class who hate dance’ ‘I’m the teacher, I’ll just sit and watch’.
I have heard the above multiple times and it’s my job to hopefully teach new ways for people to approach this subject in schools. Firstly, how can we expect young people to attempt to dance in front of their peers, if adults are not willing to expose themselves either? Now, don’t get me wrong, as a practitioner who works in many schools I see the strains and stresses teachers are under (a blog post for another time) but if you are in the space, it’s important everyone gets involved. Dance can be adapted for everyone and be made accessible for everyone’s needs if taught correctly , whether you are in a wheelchair, have autism or incredibly shy. There are many ways to get involved.
Dance is more than just learning a routine to the new Taylor Swift song. Dance is a way of bringing people together. I often teach the Haka in schools, as this is a great way to break down the stigma for young males and for them to find a connection with dance and sports such as rugby. I also touch upon toddlers dancing and how they don’t have any inhibitions when they are little. This is something we learn, through others over time.
I remember being taught yoga in college. Every morning our lecturer would take us through a series of movements and poses that would set our intention for the day. At the time, I thought it was awful. I wasn’t particularly flexible and was much more of a HIT workout lover than enjoy anything slow and made me reflect on my emotions. However on reflection, I now understand the importance of those sessions and I now use yoga in my daily life. Not everyone from my college class may use yoga to this day but the lecturer clearly knew the importance of connecting with his students and if you can inspire and support one individual on their creative pathway than this can make a positive impact in their life.
Dance sessions has proven a space for children to excel in a way that they may not have in a traditional classroom setting. Pushing back the boundaries of what is the right way of learning and being taught is imperative in school education. How can we continue to offer the next generation a chance to be create.
I want to leave you with this last thought…..People who don’t dance, will dance at some point in their lifetime. Whether that be at a staff party, a festival, a Christmas do or on their first wedding dance. So how can we make that feel easier for an individual and build that bridge from making something feeling uncomfortable to comfortable?
If you wish to talk more about dance in schools please get in touch with me via
polly@doorsteparts.co.uk