Page 1

Contents

5 7 8 10

Unit 1 Teaching and Learning in Dance

13

1

Learning Theories (Part 1): Overview Lorna Sanders

14

2

Learning Theories (Part 2): Motor Learning Theory and Dance Teaching Lorna Sanders

25

3

Teaching Styles Alysoun Tomkins

4

Movement Analysis in Dance Maggie Killingbeck

5

Session Planning (Part 1): Breaking Down Individual Tasks Lorna Sanders

Preface Acknowledgements Notes on the Contributors Editor’s Introduction

35

44

57

6

Session Planning (Part 2 – macro level issues): A Planning Framework Alysoun Tomkins

66

7

Inclusive Dance Practice: Barriers to Learning Christina Kostoula

75

8

Fostering Creativity in Dance Education Linda Rolfe

83

9

Assessment in Dance Lorna Sanders

93

10

Evaluation of Dance Teaching Practice Alysoun Tomkins

102

Unit 2 Professional Knowledge of Dance Teaching

113

11

Youth Dance Contexts (part 1): Arts, Culture and Sports Contexts Jeanette Siddall

114

12

Youth Dance Contexts (part 2): Health and Youth Justice Jeanette Siddall

122

13

Dance in the Formal Education System Veronica Jobbins

130

14

Dance Training (part 1): Anatomy and Child Development Janet Briggs

136

15

Dance Training (part 2): Training Principles, Hydration, Nutrition Lorna Sanders

146

16

Dance Training (part 3): Safe Practice Lorna Sanders

153

3


17

The Legislative Framework (Part 1) Jeanette Siddall

162

18

The Legislative Framework (Part 2). Legal Requirements for Dance Practitioners Anna Leatherdale

167

19

The Professional Context (Part 1): Working Well with Others Sue Davies

174

20

The Professional Context (part 2): You and Your Career Sue Davies

184

Unit 3 Critical Reflection on Dance Teaching

195

21

Critique not Criticism: Observing Teaching Lorna Sanders

196

22

Good Practice in Dance Teaching Linda Jasper

206

23

Models of Good Teaching Lorna Sanders

216

Unit 4 Dance Teaching in Practice

227

24

The Reflective Journal Alysoun Tomkins

228

25

Behaviour Management and Communication in Practice Helen Linsell

236

26

Presenting a Detailed Lesson Plan Lorna Sanders

247

27

Preparing for the Viva Voce Alysoun Tomkins

253

28

Rehearsing a Lesson for Assessment Jo Rhodes

256

4


Preface This publication aims to support dance artists, leaders, practitioners and teachers who work with children and young people, to reflect on their practice and learn from others working in dance education, youth dance and wider education and community contexts beyond statutory education. There is a growing demand by children and young people to dance and an increasing number of dance professionals who wish to progress their skills and knowledge in teaching and leading. Youth Dance England, the national organisation that champions and supports young people’s dance, has produced this publication as part of its work in developing the qualification, Diploma in Dance Teaching and Learning (Children and Young People), as a member of the Dance Training and Accreditation Partnership (DTAP). DTAP is a consortium of leading national dance organisations in England created as a result of action taken by the sector to address long standing issues concerning standards of teaching / leading – beyond statutory education and the private dance sector. Trinity College London was commissioned by DTAP to produce this new dance teaching qualification, working closely with its members. Youth Dance England (YDE) led on this development on behalf of DTAP and identified the need to create resources to support dance practitioners wishing to take the qualification. The publication covers a wide range of areas that are relevant to practitioners. Although it is written for those who mainly work in extra-curricular, community, recreational and youth contexts in dance, it is also relevant to a wide range of people including: independent dance artists / practitioners; employees in dance organisations; agencies and companies; students enrolled on courses at Higher Education Institutions and other training and education establishments offering undergraduate courses in dance education; postgraduate students training in applied areas such as teaching / dance development; PGCE students; undergraduate and postgraduate students within Europe and elsewhere. The publication provides the following: •

a tool for learning by giving an overview, applied specifically to dance, of key theories, concepts and frameworks that can be applied practically by practitioners as a means to critically analyse their own practice and that of others

an articulation of the field of enquiry and introduction to its knowledge base and skills to those who may be / will be unfamiliar with it

information for practitioners on the range of theories, concepts, research in the field to ensure that they know where to seek relevant material to support their study and practice

illustrations of the range of practice that takes place within various contexts in which practitioners work with young people

a new dance resource that scopes a field of practice that is not represented in other publications.

As there is a recognised shortage of material that adapts learning theories, concepts and frameworks specifically to dance and for the different contexts in which the artists / practitioners work with children and young people, YDE commissioned contributions from 12 leading experts in the field, edited by Lorna Sanders (an eminent dance educationalist, academic and writer) to create this publication.

5


The publication has been produced with funding from the Paul Hamlyn Foundation who supported YDE to deliver a two-year research project to test out different training and mentoring models to support practitioners to take the qualification. Linda Jasper Director, Youth Dance England

Linda Jasper is Chair of the Dance Training and Accreditation Partnership’s Qualification Working Group and she also directed the Qualification Research Group’s work, funded through the Paul Hamlyn Foundation, to test methodologies for delivering training / mentoring schemes associated with the Diploma in Dance Teaching and Learning (Children and Young People).

6

Shaping Practice  

This publication aims to support dance artists, leaders, practitioners and teachers who work with children and young people, to reflect on t...