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4. of young people who, for cultural and other reasons, feel marginalised and alienated. Dance for Expelled Teenagers Arlette George from Greenwich Dance Agency undertook an intensive four week pilot programme with a small group of 14-year-olds who had been expelled from schools in Camden. The group met four times a week. Although most of these teenagers had been expelled for violent behaviour, their responses were generally inhibited and withdrawn, or full of bravado. Most of their energy was spent in setting up the means to disguise identity and feelings. The prime objective was to use dance, games and discussion to encourage responses that were direct and uncomplicated. A parallel process to the dance work emerged within their everyday interactions before and during session breaks, when the children started to open up about their personal circumstances. Listening became a vital aspect of the work where the realities of racism, sexism, assault, truancy and underage sex were revealed with the ÔhypeÕ. The occasions where their depth of confusion was no longer being disguised by tantrums or similarly where laughter broke mounting tensions, acted as encouraging signs of the process they had undertaken. Against all odds the initiative affected their lives and encouraged them to go back to school. Information obtained from the Spring 1997 edition of animated

Meeting the Personal Challenge 103.

To develop the unique capacities of all young people, and to provide a basis on which they can each build lives that are purposeful and fulfilling. Motivation and self-esteem are crucial factors in raising standards of achievement. All young people tend to be considered as able or less-able in education, primarily on the basis of academic performance. But many of these less-able children may have significant abilities in areas which are overlooked by schools. This can be a powerful source of disaffection and under-achievement. This is not a new problem. Many adults have negative feelings about their education. Some think of themselves as educational failures, even when they have had great success since leaving school. This is particularly true of those who failed the 11-plus, by definition a majority of those who took it. Some of the brightest, most accomplished people of our times feel this stigma, no matter what they have achieved since. It may be that they failed because schools were not looking at what they really had to offer. At the same time as raising standards in literacy and numeracy, we must provide opportunities for achievement in other equally important areas of ability.

There are people in the world who have to create to live Ð itÕs just something they have to do. There are others who live to create Éand then there are people (most of us I think) who are creative, but donÕt know what to do with it Ð how to use it. I think these people could be nudged in the right direction by teachers!

Meeting the Challenge

NACCCE report

Lenny Henry


ken robinson et al 1999_all our futures  

All Our Futures: Creativity, Culture and Education Report to the Secretary of State for Education and Employment the Secretary of State for...