Tag Archives: Educating Dance

Allotments and Waltz

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TRS Teacher, Georgie, went to Miers Court Primary School to work with year 5. They set her a challenge… use their term theme, allotments, and add in their music topic, Waltzing of The Flowers! Here’s Georgie’s blog post about her time there.

 

My final term at Miers Court Primary School was with year 5. They were looking at allotments and plants this term. Quite a tricky subject for me to begin with! Then the teacher also told me they were looking at ‘The Waltz of the Flowers’ by Tchaikovsky in music which got the creative juices flowing once more…

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The first task I set the group on was in pairs. They would take it in turns to lead one another, copying and mirroring exactly what their partner was doing basing their ideas on the stimulus: growth. Year 5 were fantastic at this, they jumped straight in with this task and had such fantastic ideas. I then asked them to create a small duet in their partners based on the movements they had just tried.

 

After the duets were done, we then created small solo’s. Again, using ideas that they had previously choreographed basing the whole idea on growing. Year 5 were a bit nervous to begin with, however they ended up creating some excellent solos!

After our duets and solos were finished I then taught the class a waltz. I had some very mixed opinions when doing this as we decided to be very traditional and have boy/girl partners! They picked up the steps so quickly and they really embraced the style. It looked beautiful watching them all dance the waltz and they were so in time it felt like I was at a real ball!

 

kajdbfWhen it came to putting all of the movement together for the show, the idea of the structure was based on the picture to the right.

 

We started with solos, which then grew into duets and finally, to finish off, we danced our waltz. The students were amazing. They were really supportive of one another and were so professional. It takes a lot of confidence to perform in front of an audience especially with such a well-known style of dance and they really pulled it off. I was so proud of year 5 and I know the teachers were as well.

Sadly, it was my last term at Miers Court Primary school and I just wanted to say a huge thank you to them for having me. It’s been such a pleasure and I would love to go back at any time!

 

Watch the video here…

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Life On A Farm

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By Georgie, TRS Teacher, Educating Dance Teacher and Active Armchairs Facilitator

20170524_143213This term at Miers Court Primary School I was working with reception class and their topic was “Life on a Farm”. What a great topic! The teachers had already asked me to do some sort of line dancing with the classes, which I was thrilled about!

But first off, we needed to do a warm up. We started off by walking around the room in various directions. In each of the corners there were 4 different animals; a cow, a sheep, a chicken and a horse! When I said an animal, the class had to go to that corner and do the action for that animal. We had galloping horses, skipping lambs, pecking chickens and some very slow movements for the cow! The children were great at really getting the movements of each animal, I almost forgot they were children! The chickens were definitely convincing!

Next onto the line dancing. I taught both groups 2 line dances, one was to 5, 6, 7, 8 by Steps. The children picked this up so quickly! And the upbeat music really helped them to get into the style of the movements. I then taught the “Fuzzy Duck Slide” as I thought this was very fitting to their farm theme. We performed this to a classic country song, “Achy Breaky Heart” by Billy Ray Cyrus, and I must admit I was slightly stunned when some of the children new the song! They really enjoyed this song. So much so, they started to freestyle and play guitars etc. and it looked so good I kept it in for the show performance!

20170524_140608Lastly, in their groups they came up with a freeze frame based on a picture of a farm that I showed them. They looked really good! From there I gave each group a different animal (from the ones I used in the warm up) and asked them to create 4 movements for that animal. These classes had such creative minds and their movements were excellent. We put this altogether for our show.

 

20170524_140602Then came show day and the children had all dressed up. We had lots of farmers and lots of different animals, an elephant even appeared on our farm! They looked just perfect for the show. I am so proud of reception class, their performance was fantastic, they audience really enjoyed it and gave them a huge cheer. All the children left with huge smiles on their faces, and so they should after all that hard work!

I thoroughly enjoyed my time with Reception class at Miers Court Primary. They were an absolute pleasure!

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Year 4 Native Americans at Miers Court

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Written by Georgie Tedora, Educating Dance Teacher and Level Two TRS Teacher.

This term at Miers Court Primary School I was working with year 4. The theme this term was ‘Road trip USA’ which is such a broad subject I didn’t know where to start! Then the teacher sent me over the term plan and I saw they would be looking at Native Americans, great!

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We started each session with our road trip around USA for our warm up. I printed various landmarks from America and scattered them around the room. When I said stop the students had to go to the nearest landmark and do the movement that we all created to the dance.

 

Next, we got into groups and created our own totem poles using different levels and each child chose a different animal to be.  These turned out fantastically! Here are just a few.

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20170329_141830For the next few sessions I told the students about a festival that Native Americans used to celebrate called ‘Powwow.’ Which was a celebration of their customs and traditions. Powwow has dated back years but it is still done to this date. So, we were going to have our own Powwow! I taught them two dances, a male and a female. The male dance was called the traditional dance and was about the warriors stalking their pray. The female dance was called the jingle dance and was about healing and medicine. Year 4 did these so well and really showed the difference in the styles!

They then got into their own groups and created their own either traditional or jingle dance. We had a very good mixture and they really grasped the stories behind them well!

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Finally, a very important part of the Powwow is the drums. They create the rhythms to dance to. So that’s what we did, we created our own rhythms in groups using the parts of our bodies to make different sounds. While one group played their rhythm, another would dance to it.

 

Then it was Showtime! I couldn’t believe how quickly it had come around. The students had made so much material and they put on a fantastic show for the audience. I was very proud of them. I had a fantastic time celebrating in our own Powwow!

Here’s a video of some of the things we did this term!

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Book and Art Week

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St Mary’s Primary School invited us in to lead dance classes for every year group for the third year running. The school celebrates Book and Art Week with exciting workshops and unusual classes. Steph and Georgie went along to deliver a varied and extensive timetable of dance!

Written by Georgie, Level Two TRS Teacher, Level Two Active Armchairs Facilitator and Educating Dance Teacher

Wow! What a week I’ve had with St Mary’s Primary school and their Book and Arts Week! When  I saw the subjects I would be teaching I was so excited!
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Firstly I taught year 1 – Aliens and Space. What a great subject! We created our own rocket and flew into space. We explored space and had some great slow motion spacewalks. Then we spotted the aliens! After teaching the short phrase, they went onto group work where I handed them a picture of a different alien each which they had to create a starting position that looked like the alien. The children did this so well! Without even looking at the pictures I could tell who was who. They then created movements like their aliens. When we showed these at the end I was so impressed with what they had done and how much they had learnt and choreographed in that time. What a way to start my week.
Next was Year 4 and Gumboot dancing. I could not wait for this! As the classes came in, the teachers told me that they were very good at dancing and loved it. They were right! I started off with an ‘echo’ game where we would walk around the space and when I stomped the class had to echo back the rhythm I had done. Then I chose some of them to do a rhythm too, and some were very hard! After this, I taught them 3 gumboot phrases and then they had to create their own. We had such variety with these, they used different levels, cannon and formations! They had all practiced them to perfection which sounded and looked great!  The last part, I handed each group a set of gumboot steps to follow. But they weren’t allowed to show other groups. At the end they performed these too. I was quite cheeky and played a little trick on them. All the cards said the same thing! It was really good seeing how each group interpreted the steps!
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Then I had Reception class – Seasons and Weather. We started off with the 4 corners game and in each corner was a season, each having their own different action to help the children remember what season was what. I then taught them a phrase, using the different seasons and the different weather in each season e.g. snow in winter, sun/hot in summer. After they got into groups and decided on a season then created some movements for it. These were really good, we had sitting by the fire in winter and swimming in the summer! Lastly in groups I handed out some cards and we played pairs – what weather goes with what season. Most of them did this perfectly! I was really impressed!
Year 6 Street Dance was next. They learnt so much! I started off with body popping, which is quite hard in itself and they really grasped it. Then I taught them tutting, some top rock and finally a bit of break dance / floor work. They were very happy when I played the music (Ed Sheeran –  Shape of You) I heard a lot of whispered ‘yes’s’ when the song came on! And we put all of these styles of street together to make a routine. They looked great! Giving me some serious attitude and really understanding the different stylistic qualities of each part. They then added on their own routine in groups, and my they were a talented bunch! Each group was so good that I really wanted them to share with one another, so they ended up teaching each other their routines! Such a fantastic group to work with.
Lastly I taught Year 5 – Astronauts and Planets. As the year 1 went so well I decided to use some of these ideas in this one. We started of with a bit of friendly competition and they chose Girls vs Boys. They all wrote down each planet including the Sun on paper plates. I then took each set and really shuffled them up. They then had to put them in certain orders, and the team to get it write and put it in the correct order one the point! The first order was closest to furthest away from the sun, the boys did this in around 15 seconds! The next order was in order of size. The girls one this time which created a tie break situation. Lastly they had to group them into terrestrial planets and gas planets. Anddddddddd *drum roll please* the girls won! It was very close though. After I taught them a short phrase about exploring space, and again we started off in our own rocket position which they created and it looked so good! They then got into groups, chose a planet and had to create a short dance about that planet. Each group came up with such good ideas for their planet and they really went into detail. Year 5 knew so much about space they even taught me a thing or two!
I really enjoyed my time at St Mary’s Primary School, it was so lovely to see how all the children really wanted to get involved and I had so many thank you’s which was lovely to receive. I really hope I can go there again!
Steph taught Country Dancing and Space whilst at St Mary’s. Here’s some feedback about the classes.

“I really enjoyed that, I felt like I was in space!” Year 5 Pupil, St.Mary’s Primary School, March 2017

“The group work really challenged the students, they had some wonderfully creative ideas. I have 5 minutes of film to play back to them” Year 5 Teacher, St.Mary’s Primary School, March 2017

“That was fantastic, it took me back to my school days! We’ll try to remember it so we can keep doing the dance in PE. Thank you” TA about Country Dancing, St.Mary’s Primary School, March 2017

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Halling’s New Frock?

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In 2016 we launched a Christmas Facebook Competition for schools to have the chance to win half a day of Educating Dance classes. Halling Primary School won and chose to hold their free sessions during Book Week! Georgie went along to deliver the classes.

Written by Georgie, Level Two TRS Teacher, Level Two Active Armchairs Facilitator and Educating Dance Teacher

Hallings new Frock?

51gT8Mcf0-L._SY344_BO1,204,203,200_Today I went to teach two dance classes for year 3 and 4 at Halling Primary School. As it was Book Week, I decided to focus on a book the year 3 class had been reading; Bill’s New Frock by Anne Fine (1980’s).
It’s a story about a boy who is your typical boy – loves football and doesn’t like girls, but one day he wakes up and he is a girl! He has to wear a pink frock and he learns throughout the day what girls have to go through. I know, a bit bizarre! The children knew so much about it they helped me understand the story better!
I taught a short phrase which explained the story, so we started off asleep and woke up as normal Bill. We then went to school, played football and headed home. When we went back to sleep, and this time when we woke up we saw the dress, and we were horrified! The children had such great facial expression for this part. I then asked them to help me to correct extra movements which included; throwing our dress on the floor, mum telling us off, and sulking in our dress.
Next they got into groups, and I handed each group a pink scarf. They had to make up their own movements using the scarf. They could dress up in it, do some of my phrase with it etc. When we showed the dances, they were fantastic! Each group had such different ideas, and we had some fabulous frocks!
Even though year 4 hadn’t read the book, they really grasped the idea of it and fully got involved. Some of them even said they were going to go and read the book now!
I thoroughly enjoyed myself at Halling Primary school and was so impressed with all their hard work.

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Street Detectives

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By Georgie Tedora, Level Two TRS Teacher and Educating Dance Teacher

This term I was working with Year 2 at Miers court Primary and I had already heard such great things about this school from Rebecca, no pressure taking over her wonderful work! Year 2 were looking at their local area and what they had around them and so we became street detectives!

We started with our warm up, ‘Inspector gadget’, where we incorporated some street dance moves. In the warm up we went on a journey to see what places we could find, we came across a; park, church, school, leisure centre, post office and finally a supermarket. Each place had a different action to it for example we stamped at the post office, and reached to the top shelf of the supermarket.

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We drew our own maps! After talking about the countryside (having squiggly lines!) and the town centre (having straight lines!) each group decided what map they would draw. They then created their dance by following their own maps. They used different levels to create movements from one road to another. Year 2 were very creative with this, we even had some frog jumps and army crawls!

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Our group piece was an element of surprise to us all. The children chose 4 places at random, and 2 modes of transport for our travel. We then choreographed our big routine using ideas from the previous dances but also some more movements of their own. We had a long supermarket line with one group and they were all scanning items at the checkout. The other group created a fantastic park, where some were the roundabout, some were swings, and even a climbing frame! The train popped up in both routines, but we also had a bicycle and a bus!

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We had so much material, when week 5 came along for our structuring lesson, the dance was around 10 minutes long each!

Show day came around so quickly and they were fantastic. Each group really performed, we had some great facial expressions when we were detectives! The children did so well to remember all their material and I am very proud of them!

It was such a pleasure teaching year 2, and I can’t wait to teach my next group at Miers court Primary.

Enjoy the video!

 

 

 

 

 

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Fitness Tips

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Steph and I have a bit of a fitness focus at the moment (we’ve been training teachers at Balfour Infants School!) so we thought we’d share our TOP FIVE TIPS AND IDEAS for getting fitness into the dance class.

1_green-svgExtend it bit by bit:

Teachers can add a little more onto the warm up each week to increase stamina and fitness levels. Perhaps doing an extra count of 8 each week or adding an extra stop in a Circuit Warm Up.

What’s the Circuit Warm Up??
A warm up that gives pupils ownership of their movement and encourages them to work as hard as they think they can.

  • Go around the room showing dancers the pictures / objects and the movement that relates to them.
  • Dancers are divided between the stops on the circuit.
  • When the music starts pupils do as expected for their stop.
  • Teacher signifies when to move to the next stop on the circuit.
  • Continue this process until everyone has been to every stop.
  • If time, ask pupils to choose their favourite stop and try to do even better than last time (competing against themselves)

Here’s our dinosaur example!
Diplodocus stretch, Iguanodon strength (plank), Confuciusornis flying jumps with wing arms, Eoraptor speedy run on the spot, Ankylosauras tail swing (laying on tummies swinging legs), Tyrannosauras partner balance using short arms (glueing elbows to tummies)

Or you could ask the pupils for movements instead!

The photo on the right is the Diploducus stretch!

 

number-2-clipart-dc6aeamc9Sneak in the Healthy Living Knowledge:

Teachers can talk about changes to the body after a particularly vigorous warm up and ask questions like, what do you notice about the heart beat?

If you’re extending the content each week (see number 1) noticing an increase in stamina would fit perfectly. What about food for a healthy dancer?

 

number-3-clip-art-at-clker-com-vector-clip-art-online-royalty-free-j2uq8g-clipartThe Fitness Six…

There are so many warm ups, games and cool downs that require a selection of different movements. The Circuit Warm Up, Plates!, Travel/Stop, Sets of Eight and the list goes on. Next time you use one of these warm ups why not try using one of each of the following? It will force the movements to be varied and the dancers benefit from all the different areas of development.

Strengthening, Balance, Cardio, Agility, Stretch and Teamwork

imag4543What is Plates!??
This is an extremely versatile warm up that can also be done as a game or a section of warm up if the teacher prefers not to use all the warm up elements in it. The teacher will need to use paper plates with small pictures and a few words on them to represent each movement.

  • Go around the room with the dancers placing the plates in spaces and explaining the movements. The items on each plate must relate to the theme.
  • Dancers space out in the room, away from the plates.
  • When the music starts the dancers move around the room.
  • When the tea
    cher waves the tambourine or shouts ‘plates!’ dancers go to the nearest plate and follow its instructions.
  • The next time the teacher waves the tambourine or shouts ‘walk’ pupils go back to walking around the room and so on.

Our Animal Opposites (High and Low) example:
HIGH: Giraffe Tip Toe Balance, Flying Eagle, Frog Jumps
LOW: Wiggley Worms, Clawing Tiger, Spikey Crab

In the photo… Our Medieval Castles (Castle Parts):
Battlement Jumps, Butress Counter Balance, Drawbridge Press Ups (adapted for pupils’ level for safety), Swimming in The Moat, The Tower Stretch, Rampart Star Jumps

 

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Choreograph It In…
When it comes to the choreography section of a class or workshop, sometimes the pace can slow. To keep the fitness focus why not set tasks that encourage the dancers to include certain movements?

  • Ask the dancers to include at least one jumping movement.
  • You could use The Fitness Six of the 5 (or 6!) basic actions.
  • Give them a time limit for their choreography (see tip number 5)
  • Add an opposites theme such as fast/slow or high/low.

 

5Use Music to encourage fitness…

There are obviously some songs that lend themselves to being used in a fitness focused dance class (carnival songs, drumming, instrumental pop or hip hop songs), but there are also other ways to use music to increase fitness in the dance class.

  • Zorba the Greek is a song with a clear beat. It starts slowly and gets faster and faster. Even just using it in the background during choreography can make dancers work faster. Try putting a set of eight easy movements to this music. By the end it will be difficult, really silly and a lot of fun!
  • The Countdown Timer is a famous sound clip and you can get the 30 second long one.
    Why not set a task such as create the starting position, play the song and then move onto the next task straight away. This way the dancers have to work fast so choreography can be completed really quickly, but it also gets them excited! Dancers created the freeze frame on the right in 30 seconds and even included levels and thought about hands and heads!

 

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Moon Zoom

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20161123_150650This term I worked with Year 1 at Miers Court Primary School. Moon Zoom was our theme and we used their class book, ‘Man on the Moon’ by Simon Bartram as inspiration for some of the motifs.

The dancers began by doing a warm up about Bob’s commute to the moon and some Rocket jumps. They did leaps, feet together jumps, hops and many more. Their jumping improved as the term went on, as did their stamina!

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We did some moon walking. They moon walked on a difficult pathway, but got the hang of it. They impressed me even more when we had to change the pathway on the day of the performance because there was staging out in the hall!

 

20161124_1334450Each class made a giant rocket with their bodies and they choreographed Alien Motifs in small groups. They did really well as this is the first time they’d ever choreographed a dance sequence in small groups. Some of the movements were hilarious. We had aliens that couldn’t control their tongues, aliens with many legs and some had ‘random wiggly bits’.

20161124_145430In the 5th lesson we put everything together to make one, very long dance. It wasn’t meant to be 10 minutes long, but they really got the hang of slow floaty moon walking so it just took longer!!

The performance was fantastic. They were very brave, remembered to smile and did really well to remember the movements as, for the first time, they didn’t have an adult performing with them.

As always at Miers Court Primary, I had a fantastic term, but this one was extra special and moving. This was my last before maternity leave. Level Two TRS Teacher and Educating Dance Teacher, Georgia Tedora will be taking over from January. I’m sure she’ll have a wonderful time!

Here’s the Moon Zoom video!

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Phonics at All Hands

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On Monday we had our All Hands Meeting. We have one every six months and it’s a chance for the team to get together, find out what’s been happening in the company and to plan for its future. Each time we try to have something a bit extra and this time we learnt a bit about phonics!

TRS Teacher Alice used to work as a teaching assistant and in her role at school she learnt a lot about phonics. She was kind enough to share a little of this knowledge so that we could get some insight into what the children learn in class. The Educating Dance teachers (the TRS Teachers training in the TRS cross-curricular approach) also gained some ideas for their classes.

Phonics is an approach used by primary school teachers to teach reading and spelling. Pupils learn sounds of letters and groups of letters and are able to break words down so that they can work out how to write/read the words themselves. They learn quickly and gain independence. When I saw Alice using phonics in her dance cllettersoundsass I thought it would be an excellent thing to share with the TRS Teachers. A chance for them to enhance pupils learning and make their classes flow well with what the dancers are already doing in school.

Alice shared the phonics sounds with us first (some are listed on the left). There are lots to learn. Not just the letters of the alphabet, but also the sounds as letters join together to create phonemes. It surprised the TRS Teachers that children learn so much in the process of learning to write and read. It works though!

20160229_133933Next we thought of some ideas for using phonics in class. Things like warm ups that involve phonemes that sound almost the same such as i, ie, igh etc. Perhaps the teacher could give a word containing one of these and the dancers could move to the space that represents the correct one. When we introduce keywords in cross-curricular dance we can now spell them out in a way that dancers will most relate to. Choreography often comes up in class and confuses everyone! This might make things easier. We also talked about the benefits of using phonics in our English cross-curricular classes such as Extended Sentences or during Book Week (the photo shows a BFG workshop during Book Week 2016).

We were left with many ideas and some new knowledge to put into practice! Thank you Alice for sharing. I look forward to the results.

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Magic Moments

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On Monday the TRS team met for November’s All Hands Meeting. We have two a year and use them as an opportunity for the team to get together and discuss the company and ideas for its future. We always go around the table to introduce ourselves because there’s often a new teacher or two and not everyone knows each other well. This time we each shared a Magic Moment from or thought about TRS classes. Here are just a few (the ones I could write down quick enough!)…

Steph
When at Fort Horsted I was talking to Edith about my honeymoon and she asked me to smuggle her in my suitcase and take her with me. When I went back again after honeymoon she had a giggle fit. She thought it was so funny that she had asked to be smuggled in a suitcase!

Alix
Going to Victory House on a Friday afternoons makes my week complete. I have such a good time. One lady comes in to visit her brother at the time I’m there every week and joins in too.

Bex
When I first started at TRS I visited Byron Lodge with Rebecca and Steph. I met Rose. Every time I went in she remembered me and said ‘Oh, you’re back’ and made me feel welcome. More recently, at Mersham Primary, where I’ve been teaching cross-curricular Samba and carnival dance classes, one of the dancers said ‘I don’t want you to go, I want you to stay forever!’

Georgia
At Warren Wood Academy we played a name game about what we did at the weekend and I told them about shopping for my sister’s wedding dress. After our break, the children had collected some leaves and threw them over me like confetti. I didn’t have the heart to explain it wasn’t my wedding, they were so sweet!

Abi
Last week I went to Winchester House with Steph. It was the first Active Armchairs session I’d seen and I’ve never been in a care home in my life. I was nervous and stood next to a nice lady most of the time. When Steph put on the song ‘Time of your life’, a resident, Mark, put his things aside and danced. He was so happy and it made my day.

Clare
Once I went to Montgomery Court and only Doff and Mary came to class. It was disappointing at first, they are such big characters that we giggled throughout the whole class. ‘Wonderful World’ is our signature song for cool down. I can’t get away without doing it. Doff now has a toy frog that sings the song. She brought it and it sung as we danced!

Georgie
I went for a taster session at The Vale. The first session was amazing so I looked forward to the second. Gwen always sits up straight and proper, but when she dances she really shows her character and enjoys herself. There are always residents walking in and out of the room there. By the end there were a lot of people in the room, but instead of sitting down, they stood in the middle and danced! It was like a big party in the end.

We enjoyed hearing the Magic Moments so much that we’ve decided to make a big thing of it. There will be lots of Magic Moments going out on our Facebook page and we hope to make them a permanent addition! Check them out here… https://www.facebook.com/therightstepdc/

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