ETHICS IN DANCE TEACHING-The dancer as a person
As one of my practices is dance teaching I decided to think about ethical considerations and questions I have regarding my teaching and also the teaching I experienced whilst training and from choreographers in my professional life.
I pride myself on my hard work and determination but why at times in my training was I made feel inadequate if my turnout wasn’t as great as someone else or my hamstrings not as flexible. Yet I would be working to the very best of my ability to achieve this.
The classes that I enjoyed the most and got the most out of where the teachers who knew I could do little to change the physicality of my joints but always continued to encourage me and praise my efforts and diligence. This positivity and praise in turn meant I gained more physically from the session.
I found very interesting research online from a wonderful lady named Sho Botham. She encourages teachers to look at their dancers as people,
‘Dancers are to feel valued for what they are and not just what they can do’ Botham(2004)
She believes valuing the dancer as their whole self will result in healthier, more creative and successful artists.
It is this approach that I believe is most ethical and it is the approach I wish to take as a teacher. It’s an interesting area to discuss as you could argue that the dance profession isn’t ‘fair’ or ‘kind’ and people can be ruthless so therefore treating dancers harshly in training better prepares them? Or can it break them?
What are your thoughts? Please feel free to post below.
S. Botham, Journal of Dance Medicine & Science, (2000) Vol 4, No. 4, p146, New Jersey, Michael J Ryan Publishing Inc
Saturday 29 February 2020
Friday 28 February 2020
TRANSFERABLE SKILLS
TRANSFERABLE SKILLS
Inspired by one of Adesola’s blogs about ‘collaborations and other knowledge gained from the arts’ I thought I would share my ideas on the topic. I have in fact been thinking about this topic myself over the last month.
I remember a teacher at college saying that this is full time training for a part time career. And yes although you may not always be using your art form in a direct way, the skills you gain from this training and industry can be used in our professional and personal lives full time.
One of the most useful skills that I have learned from the arts is the ability to work as a team and communicate with others. In the arts you have first days all the time and you are constantly meeting new people. I remember struggling with this as a late teen and although it can still be daunting to meet new people I find I have developed the skills and confidence to interact and work creatively with new faces on a regular basis.
In an interview for a teaching assistant role in a school the headmaster asked if I would be able to multitask and would I mind moving from class to class or would this ‘stress me out’. To with I replied ‘I’m an actor!’. As an actor I’ve been working 8-5 in the day whilst doing a fringe show at night, prepping for auditions, responding to emails whilst trying to eat and sleep and breath!! Whilst this level of multitasking may not always be sustainable it certainly made me organised and resilient.
There is sometimes an assumption if someone hasn’t taken the performing or teaching track after graduating that they have not succeeded in using their training. The above proves that an arts training can give you skills for life whatever area you end up working in!
Inspired by one of Adesola’s blogs about ‘collaborations and other knowledge gained from the arts’ I thought I would share my ideas on the topic. I have in fact been thinking about this topic myself over the last month.
I remember a teacher at college saying that this is full time training for a part time career. And yes although you may not always be using your art form in a direct way, the skills you gain from this training and industry can be used in our professional and personal lives full time.
One of the most useful skills that I have learned from the arts is the ability to work as a team and communicate with others. In the arts you have first days all the time and you are constantly meeting new people. I remember struggling with this as a late teen and although it can still be daunting to meet new people I find I have developed the skills and confidence to interact and work creatively with new faces on a regular basis.
In an interview for a teaching assistant role in a school the headmaster asked if I would be able to multitask and would I mind moving from class to class or would this ‘stress me out’. To with I replied ‘I’m an actor!’. As an actor I’ve been working 8-5 in the day whilst doing a fringe show at night, prepping for auditions, responding to emails whilst trying to eat and sleep and breath!! Whilst this level of multitasking may not always be sustainable it certainly made me organised and resilient.
There is sometimes an assumption if someone hasn’t taken the performing or teaching track after graduating that they have not succeeded in using their training. The above proves that an arts training can give you skills for life whatever area you end up working in!
Saturday 8 February 2020
GO FOR IT
JUST GO FOR IT!
I took part in the Skype session on Wednesday the 5th of February at 8pm. This Skype was focused on module 1 and module 2 learners. It was my first group session and I found it really reassuring to listen and discuss the BAPP with my fellow learners alongside the expertise of our supervisor Helen.
It was great to listen to the students working on module 2 and hear their reflective thoughts on module 1 and how they tackled their first module. I’ve entitled this blog ‘Just Go For It’ as one of the pieces of advise from both Helen and the module 2 students was just to get started with your ideas and go for it. I can be a procrastinator which can be beneficial at times but can also hold me back from just going for it and getting started. Since this blog I have got started and have found that I’ve become more aware of what my practice entails! Helen encouraged us to see our practice on a greater scale and not to isolate ourselves.I need to look at who else is in my field and how they engage in their practice.
The module 2 students spoke about how you can expand your research to journals, documentaries and even discussions with colleagues. I found this very interesting and I certainly intend on discussing my practice with my colleagues and friends.
I took part in the Skype session on Wednesday the 5th of February at 8pm. This Skype was focused on module 1 and module 2 learners. It was my first group session and I found it really reassuring to listen and discuss the BAPP with my fellow learners alongside the expertise of our supervisor Helen.
It was great to listen to the students working on module 2 and hear their reflective thoughts on module 1 and how they tackled their first module. I’ve entitled this blog ‘Just Go For It’ as one of the pieces of advise from both Helen and the module 2 students was just to get started with your ideas and go for it. I can be a procrastinator which can be beneficial at times but can also hold me back from just going for it and getting started. Since this blog I have got started and have found that I’ve become more aware of what my practice entails! Helen encouraged us to see our practice on a greater scale and not to isolate ourselves.I need to look at who else is in my field and how they engage in their practice.
The module 2 students spoke about how you can expand your research to journals, documentaries and even discussions with colleagues. I found this very interesting and I certainly intend on discussing my practice with my colleagues and friends.
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