After discussing my first set of inquiry questions with numerous fellow students on BAPP and a few close friends with whom I trained professionally; I decided to get a different perspective on them. My mum has taught P.E and dance at secondary level, run extra curricular dance and gymnastic clubs for many years and currently teaches Foundation Stage (4-5 yr old) but has taught all primary years, specialising in P.E and dance. So she has a good insight into some of my questions. Here are a few of her thoughts .....
(I recorded my mum's answers in note form so have written them up incorporating all her key words and opinions)
- Is dancing from a young age a good way to instill discipline into children? Does it have an impact on their behaviour in other areas of life?
I see first hand the impact dance training has on the behaviour of young children. I am aware of the children in my class/year group that dance outside of school and in my experience they tend to follow instructions better and react more naturally to structure. In terms of physicality they have noticeably better timing in P.E Dance lessons, but in general their behaviour isn't necessarily superior.
- Does attending dance/musical theatre lessons provide children with more confidence?
In terms of movement based confidence, the children who attend dance/musical theatre classes, are more bodily and spacially aware and more comfortable and capable to demonstrate in class. However in general I think it is the children's natural personality traits that depict their level of confidence.
- The more committed and enthusiastic the parents; the more committed and enthusiastic the child?
I answer this question form two points of view - 1. as a teacher, and 2. as the parent of a child who has always been heavily involved in dance and all it's commitments. As a young child I think without a certain level of commitment from the parent/s there is no opportunity for the child to become committed or enthusiastic themselves. For example if the parents aren't willing to take the child to class or competitions, pay for classes and exams, etc.... the child isn't given the chance to become committed. However as the child gets older if the parent becomes too enthusiastic or pushy it can overwhelm the child and become pressurising therefore killing their passion and enjoyment. I think it should always be the child that initiates the enthusiasm and interest, and the parent who supports it.
- Are more academic children more likely to be better dancers/performers?
At a very young age I would say yes. When running dance clubs for young children or even dance within the P.E curriculum it does tend to be the more academic children that remember movement sequences, adapt and correct their movements when instructed, pick up basic movements quicker. BUT ... these are just the basic skills when starting to learn dance, so as the children get older they isn't as much of a correlation between the academic capability and the likely hood of them being a better dancer.
- How do you keep children coming to class and keep them enthusiastic about what they're doing?
In general these are the things I do when teaching anything to keep interest and enthusiasm:
Use variety (also change the order of doing things), apply the exercises you practice (e.g: dance - incorporate them into routine), ensure they are ready to pass the exams they are entered for so they are able to succeed, value them as people and ALWAYS keep a level of positivity.
- Is it sometimes a good idea to have mixed ability classes? Does this give the weaker children more to aspire to or make them feel intimidated? Would they work harder to improve of fall behind?
With mixed ability it is harder to cater to every child's need. Although with dance it is very visual, so having children in the class who can perform the movements well can set a good example for weaker children. I would always have a class where the ability is in reach though - for a child to constantly see a level of ability they would never physically be able to achieve maybe frustrating or intimidating. Always expect more and the children will achieve higher.
- As a teacher should you push children you see potential in or treat every child equally?
Within schools there is a massive emphasis on 'Gifted and Talented' - recognising talent and pushing and nurturing the very able children (whatever their talent may be). Not pushing high achievers or potential high achievers often results in them becoming bored. They tend to benefit more from opportunities you can give them as they are better equipped to gain from experiences. Although, I would always treat everyone equally as an individual and value every child.
I don't know whether you may find any of these ideas useful, but it was really interesting for me to recieve thoughts from someone with different (and alot of) experience, to others I have posed my questions to so far.
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