MODULE 2. TASK 4A - QUESTIONS.

So I am a little late to start this Module, however I am really excited now to get started and get on and I have been thinking about questions, questions and more questions. I found that once I began to think of the issue that I feel I need clarification on for my areas of practice the list became more and more and the questions had questions of their own.

I work in two areas, recreational dance teaching, classical ballet mainly and also within learning disabilities again teaching for enjoyment. I am also looking to move forward into mainstream education and undertake work experience where ever possible.

The nature of teaching for me means that it shouldn’t just be something that my students do just for fun, obviously it should be fun but there should be progress made, a movement forward and a benefit for the student taking part, other than just the pure enjoyment. Therefore my questions are based around the benefits of dance education in both sectors that I am employed in.

I will start with my questions that are mostly based around mainstream recreational dance teaching.

1. How important in discipline and how do you strike the correct balance to foster encouragement rather than discouragement through correction.

I work as part of a team as an assistant dance teacher, and often joke with my colleagues that if I was the only one teaching then we would have far les student as I push them harder and tolerate less messing around. Which is the correct approach I wonder? And how important is it to protect the historical image of an art form such as ballet being highly disciplined?

2. Does having knowledge about Dance History, Choreographers, and Dance Theory make for better more innovative and creative dancers?

Mainstream dance education within schools contains a lot of theory, I understand that this is obviously necessary as part of an academic subject, I wonder though how these student compare creatively with those that attend vocation dance schools who are purely taught to dance with less emphasis on academia. Does dance history enhance innovation or just lead dancers to copy and recreate existing styles? Should we encourage students to find there own way before showing them what others have created?

3. What are the real benefits of dance teaching within mainstream education? Is there enough curriculum time given to be able to really make the most of these benefits?

I know that within mainstream school that the arts are not the most important of subjects and to a certain extent I understand why, everybody needs a certain level of education and being able to read a monologue or turn a pirouette are not the most transferable skills in the outside world. However I found benefits to dance training within my adult life and I am sure there are more besides these, there are therapies that are based around dance and drama, but what do these really achieve? And is it possible to make use of this in the classroom to create a more worth while experience?

The second half of my questions are based around the more learning disability side of my employment and special educational needs.

1. What is any are the real benefits of dance teaching within special educational needs?

As I said before there are therapies that are based around the creative arts, and therefore there must be real benefits, but what do these actually relate to? Can aspects of this be used in standard recreational classes for special needs? And would it be possible to tailor this education to the needs of individuals?

2. What are the best methods to ensure and develop the benefits of dance education?

Are there particular teaching methods that ensure any social and emotional benefits of dance education are most effective, and if so is this something that needs to be publicised amongst dance education professionals?

3. Is there a market for regular dance and performing arts classes aimed at adults and children with physical and learning disabilities – would this be a viable business or would this have to work on a charitable basis?

The way in which I get to work with adults with learning disabilities is though a care organisation that has a holistic approach to the well being of the people they work for. Would there be a benefit of having a specialist organisation that develops its teaching for this specific group of people?

Okay so these are the things that I got excited about when I thought about questioning my area of practice as part of this task. I keep thinking more and more about each aspect and to me they are important and things I would like to improve my knowledge and understanding about. I am not sure however whether they do have wider implications for my practice or not? I would love to hear your thoughts?