Categotry Archives: Other

Guest Post – The Parent Dance

by

Why Every Parent Should Learn To Dance

Author Bio: Ryan Howard runs SmartParentAdvice, a site that provides parenting advice for moms and dads. Ryan writes about all of the different ups and downs of parenting, provides solutions to common challenges, and reviews products that parents need to purchase for babies and toddlers.

 

Parenthood is all about new experiences. Once your baby arrives, you are thrown right into the deep end and have to learn to take care of a new human being. As soon as you figure out how to a care for a baby, toddlerdom arrives with a whole new set of challenges. Then, before you know it, they are off to preschool, elementary school and beyond.

While you’re learning all of the new things that come along with parenthood, I would encourage you to learn to dance as well. Why do I say this? Read on to find out.

Dancing Is A Good Skill To Have In Life

There are all sorts of occasions that are a lot more fun if you know how to dance. Taking your kids to see a musician? Breaking out a few patented steps would be a blast.

Heading to a wedding? It would be fun to hit the dance floor with the family.

Dancing is just one of those things that’s a lot of fun if you can do it, and really awkward if you can’t. So, it pays to take a little time to learn at some point in your life.

Good Role Model For Kids

Kids learn so much by watching their parents. You can always tell them what you think they should do, but they will often do what you do rather than what you say.

If your kids see you dancing and having fun, they’ll want to get in on the action. On the other hand, if they see you start shifting uncomfortably once the music starts and other people start showing their stuff, they just might do the same.

Get Your Kids Into Music

Music is something that your kids might be able to enjoy over a lifetime, and dancing is a great way to help them cultivate an appreciation for music. If you know how to dance, you might just throw on Spotify and have a family dance party at home.

Once they start to enjoy music, you never know where it might lead. Maybe they will decide they want to take up piano or some other instrument. Once they can carry a tune, you might even have fun dancing while they make some music.

It’s Great Exercise

Being active is good for people of all ages. What could be more fun than getting a little exercise with your spouse on the dance floor?

It’s great exercise for your kids as well. Maybe one day, they go for a bike ride, another day they go for a swim, and then another day they do a little dancing. All of these things can be a lot of fun in their own right, but also offer huge benefits as part of a healthy lifestyle.

Final Thoughts

Some people are naturals when it comes to dancing. For others, it takes a little more effort. If you’re in the latter camp, I think it’s definitely worth taking the time to learn a few basic steps. You might even find that it’s more fun than you realized or that you have a hidden talent that you didn’t know about.

Ofsted Influences

by

The new Ofsted inspection framework draft was published in January 2019 and is currently in review. I might be getting ahead, but it’s important that we begin to think about how dance in schools can be influenced by it and how our extra curricular, cross-curricular and dance for physical activity classes will support schools on providing excellent dance provision. Although dance is a small part of the many things schools do, we want what we do to make a difference, not just to participants, but to the school as a whole. We are already doing great things within schools in Kent, this is just another way to improve what we do. 

You can find the inspection framework here: https://www.gov.uk/government/publications/education-inspection-framework-draft-for-consultation

Currently inspections do not focus heavily on sport in general, especially in short inspections, but they do look at cultural development and dance could be an indicator of positive participation in cultural activity. Schools can try international dance styles relating to the diverse backgrounds of pupils within the school (read this blog post about when we went to Greenvale Infants and danced familiar dances for pupils such as traditional Polish and Slavic dances), dance that celebrates National Days such as May Day (May Pole Dance or Morris Dance) or historical dance styles taught within our Educating Dance classes (Tudor Dance for example).

Extra curricular provision is something already considered by inspectors, (normally in relation to Pupil Premium and Sport Premium budgets) and this is something we can easily add to the school day. Dance clubs can be varied and tailored to the specific needs of the school. For example, if girls are not responding to PE within school time or if they have lower attendance of clubs, a confidence building dance club is perfect. Alternatively, if the school wants to encourage creativity, a Creative Dance Club (EYFS – KS2) or Choreography Club (KS3 – 4) would support this aim.

In terms of evidencing value for money, two of our company aims are

  • To provide quality, well organised, accessible dance opportunities for all.
  • To provide paid and voluntary work for dance professionals and to increase the recognition of dance teaching in the community as a career

Our pricing policy reflects this so schools know they can get high quality dance clubs at reasonable prices. We even have deals for long term bookings and MATs who book for multiple schools. Schools are able to make a profit from our classes easily, if they choose to, and this can be put towards other things. For more information about using PE and Sport Premium Funding for dance please read One Dance UK’s funding document, https://www.onedanceuk.org/programme/children-young-people/dance-in-schools/ and, if you would like to know how we can help specifically to make clubs successful, please see our blog post.

In her speech at Youth Sport Trust 2019 Conference, Ofsted’s Chief Inspector, Amanda Speilman, admits that currently inspections are heavily tilted towards data and says that the new framework will look at what matters to children, “What are they being taught and how? How are they being set up to succeed in the next stage of their lives?” Read the transcript here, https://www.gov.uk/government/speeches/amanda-spielman-at-the-youth-sport-trust-2019-conference

At TRS, the content of our classes, what children are being taught, has always been extremely important. We plan with the individual participants in mind, use school themes and topics and make sure participants learn best practice and teach safe dance technique that is appropriate to the type of class. Our dance teachers are not observed during Ofsted inspections as they aren’t faculty members, but that doesn’t stop the odd inspector enjoying a moment watching a happy dance class and it doesn’t mean the TRS Teachers aren’t working to high standards all the time. It does mean that our teachers are not teaching for tests and have to freedom to educate the whole child, preparing them for further dance education or life in general. There are a lot of blogs out there about how dance makes great people!

We must also look at how school teachers can provide great dance lessons during school time. Although we provide Educating Dance classes for schools, it is sometimes more appropriate for a school to provide training for their staff so they can deliver appropriate and effective dance classes themselves. In our training, Dance: A Cross-curricular Approach and Dance in the EYFS, we provide school staff with the tools and confidence to do this. Our cross-curricular flow chart gives them the framework they need to design and deliver high quality dance lessons. Dance can be a fantastic tool for improving how the curriculum is taught and is excellent for a thematic, creative approach.

In terms of monitoring, evaluation and impact,  the Educating Dance teachers are always happy to provide feedback and we can support the school on this. We also ask class participants for feedback at least once a year. Our CPD for school staff can also have an additional mentoring side to support staff and the SLT with evaluating progress. All of the TRS Teachers are up to date with the relevant legislation and this makes it easy for schools to ensure they have up to date records as well.

To find out more about the new framework and the EYFS in general, see Nursery World’s review of the plans.

https://www.nurseryworld.co.uk/nursery-world/news/1166634/education-inspection-framework-2019-key-changes-for-early-years

It is no secret that dance classes can provide for broad and rich learning. A varied approach to dance including physical activity, learning and development is key to a quality dance lesson. There are plenty of ideas within our blog, but we are just a phone call or email away if anyone would like advice about dance in schools. I have a passion for excellent dance education for all and, as Director of The Right Step, I’m able to pass this passion and my experience onto the TRS Teachers. We are here to help the schools (inc. EYFS settings), and other organisations, we work with meet the aims set by governing bodies such as Ofsted as well as aims set within schools themselves.

Arts 4 Dementia Conference

by

Yesterday I attended the Arts 4 Dementia Best Practice Conference, “Towards Social Prescribing (Arts & Heritage) for the dementias”. It was jam pack day that left me thinking. There were also a huge amount of important thoughts and ideas shared by speakers so I thought I would share some aspects of the experience. 

We were welcomed by Veronica Franklin Gould who was the driving force behind the day and who is clearly extremely well-respected by her colleagues, I can see why. Immediately she left us with actions to complete… Providers of relevant activities should sign up to the Arts 4 Dementia website and notify the local NHS social prescribers. A clear message… share information and start a conversation. 

We not only heard from professionals working in the field, but also from Christine Maddocks about her experience living with vascular dementia. In Alexandra Coulter’s words she was “the voice of the individual in the system”. She inspired everyone and was an instant reminder to all of why we were there. 

One of the most relevant sections of the day for me was when two outstanding academics, Dr Daisy Fancourt and Professor Sebastian Crutch spoke. Relevant because we are about to run our own research into Active Armchairs, but also because the studies that have already been carried out can influence our provision and teaching.

Daisy talked about how the arts are multi modal (they have lots of components at play) so there are a wide variety of outcomes. She said “The more people engaged with these [arts] activities, the better their memory was years on.” A fact that can boost all providers of arts activities to anyone, if they are living with dementia or not. As dance artists and arts providers, we can also take other things from her speech. For example, we should try to include lots of different elements and approaches such as song, dance, conversation. Theses are already all important elements of Active Armchairs, but perhaps we can develop this further.

Having taken part in the Created Out of Mind training and I’ve also read about his research, I was keen to hear what Professor Sebastian Crutch had to say. He encouraged us to bring in people with a lived experience and find what works for them. The slide in the photo shows how different people are affected in different ways with different dementias. In summary, everyone is different and so the effect of the dementia is different too. 

He said “What people really need is continuity of support” and I would whole heartedly agree with this. I’ve seen the disappointment when a fantastic arts intervention has to end due to funding. It will be a difficult hurdle to jump. One that those spearheading social prescription seem to think will be solved by volunteers, but that’s another story. 

Sebastian also talked about the importance of support and community. Care is varied across the country, but he encourages people to learn about online support such as Facebook groups and said “Nothing local is not the same as nothing available.”

The comment that resonated with me most was when he said “The fact that it’s in the moment, or short-term, doesn’t make it irrelevant.” He was referring to the various graphs showing short-term and long-term improvements, some of which are only present during a session. I have always considered that, when working with anyone, the moment is just as important as the outcome. In fact, in dance, working to an outcome such as a performance can be stressful. A participatory project often has more benefits to health and well-being and the journey is key. 

After refreshments, we heard from Dr Michael Dixon, OBE GP. He speaks very highly of social prescription and is extremely positive about the initiative. He was inspiring. He said we’re “caught in the scissors of doom” (increasing costs and a reduction in funding), sees social prescription as a way out and believes that prevention is critical to the survival of our health services. I believe that it’s not only that we should think of; If we can prevent illness, we also prevent pain and suffering. 

The thinking is changing, why wait.
Dr Michael Dixon, OBE GP

The keynote speech was given by Baroness Greengross, a lady whose prestigious achievements, when listed, take up a lot of space. She clearly has a passion and knowledge for the subject and believes “The key is timing. We must guide people to the arts at the earliest stages.”

 

 


In plenary debate, chaired by Dr Marie Polley, we heard from six people (see list in photo) for five minutes each. Various points of views were heard and it was concluded that there was more conversation to be had and that a group for Arts and Dementia must be created as part of the network. I would go further in suggesting that, a group representing the artists should be created too. Social prescription will not work without them. 

“Where people’s’ souls are nurtured as well as their bodies.”
Professor Martin Green OBE FIAM FInstLM, FRSA, FIPSM, Cheif Executive Care England

“It really should be about conversation”
Georgia Chimbani, Dementia Lead, Association of Directors of Adult Social Services

“Biggest thing to happen in the arts for some time.”
Dr Richard Ings, Arts in Health, Wellbeing and Criminal Justice lead, Arts Council England.

Ian McCreath summed up in a way that I recognise as the approach used by many arts organisations and individuals to deliver their services, “Universal, but recognising that some people require additional support.” I agree, sessions only for those living with dementia and their carers have a place, but I believe in an inclusive approach whenever possible and appropriate. 

The afternoon was split into two sections of relevant examples. The first was entitled Arts for People Affected by Early-Stage Dementia, chaired by Dr Patricia Vella-Burrows who I’ve been lucky enough to hear speak and learn from a several times now. Examples from poetry and music were, of course of interest, especially Gemma Dixon’s story of Bob who played the organ before class. “His confidence was boosted, he had ability to speak in full sentences where he couldn’t before”.

 

 

The section about dance was most relevant though and it was a delight to hear from Dr Sophia Hulbert and neurophysiotherapist who has a love of dance. It was boosting for me that many of the things Sophia attributed to the success of her sessions (including items in the photo of ‘Conceptual Underpinning) are also found within Active Armchairs.

 

Sophia also did a quick demonstration. This was a fantastic way to get everyone reawakened after lunch and demonstrated how “Imagery can really empower movement”. In this case the imagery was also uplifting as it was about flying in a hot air balloon. I always enjoy seeing a conference of people who usually sit at a desk dancing! 

 

 

The second section in the afternoon gave everyone a better understanding about how Social Prescription can, and does, work. Nicky Taylor talked about how working in partnership has more impact, Dr Richard Hooker encouraged us to always remember the carers, Wendy Gallagher told us about the Handbook for engagement with people living with dementia and Bogdan Chiva Giurca, an extremely inspiring young man said that “One step is to bridge the inter generational gap”. Kathryn Gilfoy, Director at Resonate Arts, had many examples of different activities to share and I enjoyed her slide about the benefits of arts and person centred care.

Following this Professor Helen Chatterjee MBE discussed social isolation and how museums can help combat it. Her points about the research already carried out motivate artists to provide deep level cognitive stimulation to ensure that activities are truly engaging. I also picked up some more thoughts for the up coming Active Armchairs research project. 

Nigel Franklin, Chief Executive, Arts 4 Dementia, closed the day. In just a few minutes he left us with actions and inspirations.

“There are more people living with dementia now that ever have before.”
Nigel Franklin, Chief Executive, Arts 4 Dementia

It was one of those days that leaves your brain fuzzed with thoughts and ideas. I will act on them.

In terms of practical application, I believe there are some gaps that still need exploring, transport and fair payment for artists for example, but as an overall ideal for shifting prescription to preventative measures, I’m completely on board. Not just for people living with dementia though, if done well, Social Prescription could help everyone with their health and well-being and provide a cultural shift. We will see.

I do hope The Right Step will be found delivering prescribed dance activity, especially as what we currently offer is already of high quality and always developing to suit the needs of participants, but we will have to see how the commissioning side evolves and how we are able to be included.

I will conclude with an open invitation for anyone working in social prescribing to contact me. We must open conversation about how we can bring dance with a health and well-being agenda to the masses.

Related Images:

Is My Dance Teacher Qualified?

by

How do you know if a dance teacher is qualified and experienced enough to teach what you’ve asked them for? Unfortunately,  the answer is complicated. There are many routes into dance teaching, just as there are many dance styles. In this blog post I will help you decide whether your dance teacher, or prospective dance teacher is suitable. This will also help trainee teachers work out what route they want to take for their career.
 
A combination off all of the following will make for a well-rounded dance teacher. A qualification alone doesn’t necessarily mean a good teacher and, as with all teaching, personality and passion are also a big factors!
 

Qualifications

In most professions these are the key to discovering someone’s suitability. In dance they go a long way to doing so, but you need to points 2 to 4 in mind as well.
 
If you want a class to lead to dance exams  you will need someone who has qualified with the relevant governing body. For community dance and creative dance you are much better off with someone who has a dance degree or, better yet, a DTALL. For dance with specialist groups such as older adults or people with disabilities a dance teacher should have further training in addition to their degree. This is normally part of their Continued Professional Development (CPD), but it could have been a specific part of their degree or as a qualification such as Green Candle Dance Company’s Diploma. For cross-curricular dance look for a degree as well as experience or training related to the curriculum because this is a very creative discipline that involves thinking outside the box as well as dance talent.
 
Examples of qualifications held by TRS Teachers are – BA (Hons) Degrees and Masters Degrees in dance, various dance teaching qualifications from ISTD, RAD etc.
 

Experience

Once a dance artist gains their initial qualification, they will need to start to gain experience.
 
This could be from a structured course such as Loop Dance Company’s DASP (Dance Artist Support Programme) or by going to another teachers’ lessons for observations and team teaching. At The Right Step we have teachers who have taken both routes. Neither is better than the other because both are so varied and everybody learns differently. Many teachers do a combination of both. It is at this stage that the dance artists discover their passions and focus their teaching. The more classes a teacher experiences, the better.
 
Excellent dance teachers will always be learning from and inspired by their peers and we have a mentoring programme to help teachers progress.
 

Legislation

Unfortunately there are surprisingly few things that a dance teacher must legally have and, unless they belong to a governing body or are teaching for a larger company such as TRS, there is probably no one to check up on them. That doesn’t mean dance teachers working alone don’t have what’s needed though. It just means the place they’re working in needs to check for it. If the class is outside of an organisation such as a school or care home, parents and participants should ask the dance teacher for the relevant things.
 
Every dance teacher must have a DBS check to work with children, even whilst gaining experience and not yet teaching themselves. Public Liability Insurance is just as important. If the dance teacher is working for you via a larger company, that company must hold sufficient Employer’s Liability Insurance. It is not sufficient for only one of these insurances to be in place.
 
General Data Protection Regulation (GDPR) is relatively new, but all dance teachers must be compliant. In addition to the TRS compliance documents, the TRS Teachers also have their own. 
 
Though there aren’t many legal requirements, there are lots of things that are good practice, and looking for these things is more likely to lead you to someone meeting higher teaching standards within class as well.
 
A good dance teacher will have First Aid training and Child Safeguarding Training. Safeguarding of Vulnerable Adults (SOVA) training is also available. These training sessions are good for the safety of their participants and the teachers themselves. They also provide teachers with the knowledge of procedures they should have in place.
 
An excellent dance teacher might also be a member of a governing body such as People Dancing and will have Policy and Procedure documents (inc. Risk assessments). Many of the TRS Teachers are members of organisations. The TRS Teachers don’t need their own policy and procedure documents for the work they do for The Right Step because they use ours.
 

Continued Professional Development (CPD)

Dance Teachers should always be learning and experiencing new things. The dance world is every changing and to be an excellent teacher they must stay current and inspired. To do this an excellent dance teacher will go to workshops, take short courses and do dance class for themselves. This is all at a cost to them and is one of the things that means an excellent dance teacher should be paid more.
 
The list of CPD is endless and ever-changing so it is difficult to know what is good to see on a CV. You can ask for certificates, check the course background (such as course provider and whether it is accredited) and ask the dance teacher what they learnt from it.
 
CPD helps dance teachers specialise. A dance teacher is best if they are able to teach where their passion lies.
 
CPD is essential in the dance world for learning more about specialist subjects such dance with specific mental health conditions, dance with neurological conditions such as Parkinson’s or dance in education such as cross-curricular dance. This is because their aren’t enough specialist accredited courses and, if there are, they are often very costly. A dance teacher has to balance their earning and their learning. If they are not paid enough, they are unable to continue to learn.
 
CPD doesn’t always have to be dance specific, it can inform practice, such as Chair Based Exercise Training or the Exercise to Music course. The Active Armchairs facilitators are Dementia Friends and this helps them support the people they work with in the right way. 
 
 
 
At The Right Step we strive for high quality dance for everyone. This means we keep our prices reasonable, paying the dance teachers fairly, and we support them in their careers. We work with trainee dance teachers at Level One right through to highly experienced practitioners at Level Three. We have progression routes for their careers and support them with our mentorship programme, annual reviews and celebrations of success. We are always welcoming new members to the team and if someone would like to get in touch they can find their local branch by clicking HERE
 

Inspirational People

by

Collated and written by Georgie

This month’s theme for TRS was ‘Loving Dance’ and we thought we’d ask the TRS teachers why they love dance, who inspired them and who continues to do so.

TRS Director Rebecca Ashton:

“3 people stand out as having a huge effect on my career.

My 1st dance teacher, Debbie, is probably the reason I love dance so much. I clearly remember that she taught me friendship between dancers, we can work with other dance schools and didn’t have to be competitive. This sounds very much like how we work as a team of dance artists at TRS.

Another dance teacher at Collectivedance SchoolCollege, Sue, is completely the reason I went to university. She took me to Surrey uni in year 9 and I never looked back. From Sue I learnt that there are lots of different types of dance career, something that influences the way I work with dance teachers now. I also learnt how to dance on Pointe to Meatloaf and how to stand like a Flamingo with my leg by my head, but they’re different stories.

Finally Rachel Deadman, from thedancemovement.co.uk inspired me after Uni. She supported me into work and made me believe in a world of happiness for dance teachers.

Without these 3 ladies I wouldn’t be where I am now. I love them for the inspiration, opportunity and confidence they gave me, and I hope that at least some of the things they do can be seen in my work too.” 

 

Georgie, South Kent Franchise Owner, Level 3 TRS Teacher:

“I have always wanted to dance ever since I was little, that’s obvious to anyone who knows me, but keeping up with dance and being inspired to teach, that’s where I need to thank a lot of people.

When I was younger, for over 10 years I attended Prima Stage school, where so many teachers really boosted my love for dance and especially contemporary. Thanks to those teachers I then went onto college where I met Marie Forbes who made me really believe in myself and that I could make a career out of dance. She had so much passion and really knew how to inspire all those in her class and I knew that’s what I wanted to do.

I then went onto do the DASP with Loop Dance Company where I met Nina Atkinson and Georgia Smith, both of whom showed me the world of community dance. Again, two people who really inspired and pushed me into where I am today. One lesson I learnt which I use almost every day now is to throw myself into anything and you will either sink or swim, but at least this way you can succeed or learn how to.

Which brings me onto my next inspiration, Rebecca Ashton (Director of TRS). As soon as I heard about the work Rebecca did, I knew I wanted to join the company. I especially loved the idea of ‘Active Armchairs’ as this was something very close and personal to me. I have now worked for TRS for 5 years and every year I am growing more and more as a practitioner, being challenged and inspired by people who really believe in dance but also in me. I would not be where I am today without any of these people and I truly hope they know how grateful I am.”

 

 

Georgia, Adult Dance Coordinator and Level 2 TRS Teacher:

“The people that first inspired me were my teachers in secondary school because they opened up the possibilities of careers in dance and took me to some inspirational places and let me experience the impact dance can have. Without them I wouldn’t have applied to university. During university, I meet Nina Atkinson from Loop Dance Company and she introduced me to a world of endless possibilities, and this inspired me to always dream big and to always strive to inspire others. After my time at university, Loop opened doors to other companies, and they continue to inspire and support my ideas. My network of people is what inspire me and to them I will be forever grateful.”

 

Becca G, Schools Dance Coordinator and Level 2 TRS Teacher:

“Being a dancer from the age of 3 and having so many opportunities pop up from this has inspired and developed me into who I am today. My first inspiration and thanks go to my first dance teacher 

Lesley Munn. From a young age she could see something in me and from the age of 4 I was competing on stage. Miss Dorban is another inspiration of mine as despite her age she created/ choreographed/ envisioned/ taught my beautiful solo’s, duets and trios to compete. My love for performing on stage came from that and grew when I joined stage theatre society. I performed in a lot of musicals till sadly I was too old to continue in the shows but now I am very lucky to be able to choreograph for STS. From choreographing assisting and teaching for both Munn academy and STS I wanted to go to Uni to further my training. From Uni I was very lucky to find TRS. It was almost like fate as a friend already taught for TRS so without knowing I already had many links. So, I would like to thank all at Munn, STS and Rebecca from TRS for where I am today. Without them I would not be able to do what I love every day.”

 

Steph, Level 3 TRS Teacher:

“I am fortunate to have been inspired by many dance teachers, dance friends and visiting professionals during my training. Now, I would say most of my inspiration comes from the participants in my classes and those I dance with. Seeing someone in my class enjoy themselves is so incredibly rewarding and most definitely inspires me!

I love to dance because I believe it is inherent in us. When babies learn to stand, they dance and wiggle before they walk. The human body is made to move, and all movement no matter how big or small can be classed as Dancing…that’s awesome. When you add music to mix, I think that’s a wonderful recipe for the soul!”

Alix, Level 2 TRS Teacher:

“My dance teacher at secondary school inspired me, Diane Rogers, if it wasn’t for this lady, I do not think I would have fallen in love with dance as much as I did. She inspired me in many ways, working together as a team, being positive always, and always motivating me to be better. She always had time.  She’s a big part of why I teach today. 

Loop Dance Company also inspired me and introduced me to community dance. When I first met Marie her passion for dance and to teach was so powerful it shone through her. However talented us dancers were, she put time in, made us all feel good and made all classes enjoyable. I then joined LoopEd youth group where I met amazing people and met the rest of LOOP that continued to inspire me and give me confidence.”

 

There are so many people who inspire our teachers to this day and we hope we are inspiring the people we work with as well. The network we have not only within The Right Step but surrounding is so supportive that everyone can pursue the career they want to within dance. That’s why we are ‘Loving Dance’ this month!

Related Images:

The TRS Teachers

by

It’s February and this month our social media is all about loving dance. As well as dance, we also love our team here at The Right Step. I’m very lucky to work with such a fantastic group of people who are all passionate about dance. It’s not just their passion that makes them so brilliant though. In this blog post I’m going to talk about the things I love about them.
 
Queue the gushing blog post!

Enthusiasm

They have a passion for what they do and have worked very hard to get where they are. They couldn’t do this job if it didn’t excite them.

Teamwork

This is my favourite thing about TRS and it definitely makes the company special. Together we can do far more than an individual. The TRS Teachers share knowledge, like when Alice talked about phonics at The All Hands Meeting or when Steph mentors fellow staff members in her role as Level 3 TRS Teacher. They are there for each other on difficult occasions such as when we did a memory walk for Rose and they let each other know when they’ve done well such as when they nominate each other for Spot Awards.

Pride

We call special things that happen in class, Magic Moments and when I look back on them I can see how proud the TRS Teachers are of their work. I will always remember how proud Shanice was when she came away from her first ever taster at Friston House Care Home. I was there to support as it was her first, but she didn’t need it. The class was spectacular and I awarded her a Spot Award too. 

Happiness

The team love what they do and take the opportunity bring happiness to people who might not have much. We do have one team member who stands out as the bringer of  happiness though… Becca T’s happiness is contagious. She such a kind and sweet person, it rubs off on everyone whenever we see her!

Drive

They go above and beyond! For example, Steph initiated a video performance for the dancers at Byron Primary because their class was during the day. She edited it together and even wrote a blog post. It’s this kind of things that reassures me that the TRS Teachers are doing their best for the participants in class.

Commitment

I’ve noticed recently that TRS Teachers either come for a year and then change career or stay forever. Georgia has been working for TRS for 6 years and has been working in the office for just as many. Alix is the longest serving TRS Teacher. She’s been here since leaving University, that’s 8 years! Their commitment means that we don’t let down the people we work with and the participants get to keep the dance teacher they know and love.

Patience

Although we love what we do, it does require patience for many reasons. The TRS Teachers have oodels of patience with participants, each other and with me (when I disapear off to have a baby and then zoom back in with lots of ideas)! In Active Armchairs Facilitator Training, we talk about patience and Georgia leads a few practical exercises as well. It’s a great thing to practice because practice helps us to be mindful and truly present in the situation. 
 
This blog has been one of the quickest I’ve ever written. I have used 7 words to describe the TRS Teachers already and I’ve been writing for 12 minutes whilst waiting for Georgia’s post (insight into our busy lives!) I will stop there, but I could go on and on!
 
Happy Valentine’s to the TRS Teachers x

Related Images:

Valentines Dance Props

by

Georgie set my daughter and I a challenge this month…

Make some Valentine’s Day themed dance props! We had a lovely time making them and playing with them since. I’m not going to tell you how to make these things as there are lots of tutorials online about that already, but I would like to share some thoughts and ideas about what we did. 

 

 

Sensory Bottles

  • This is a fantastically versatile prop. You can change the size (imagine a massive one for team work!), the shape (small hand held ones for dancing with), the content and the colour (red gel food colouring was pretty) so they could fit almost any theme. 
  • These are a wonderful thing for Active Armchairs. For all the reasons they are good for sensory stimulation, but also because they are unusual, not patronising (providing the contents is appropriate) and they brighten up the room. 
  • We only had jars for this, but I do think plastic screw top bottles are better. The jars look very pretty, but they are a little heavy and might break if dropped. 
  • When making them hand eye co-ordination and fine motor skills were developing. 
  • You can dance with them, copy them or move after them as they roll away.
  • Play a version of eye spy and use the things in the bottle as inspiration for choreography. 

Hearts for Hopping!

  • I used an A4 bit of card and let Tiny One choose how to decorate them. We used crayons, stickers and paint. We could have made smaller ones and turned them into wands! 
  • They are also very versatile as shape, size, colour, decoration etc. can be changed. 
  • The texture of the puffy stickers is a nice addition to the game. Other textures could be used as well. 
  • They could also be used for aiming or landing pads and this would be fun for Active Armchairs
  • This would be a lovely thing for a cross-curricular approach. Each child in the class could make their own and they can bring them to dance as a magic spot or as part of a larger thing such as a long snake of hopping stones.

I enjoyed this challenge so if you have one to set us please get in contact and we’ll see what we can make! 

Related Images:

2018 Roundup

by

We have been busy bees in the office in the run up to Christmas. As well as celebrations taking place, we’ve had newsletters and Christmas cards to design, print and send. We’re feeling very Christmassy already and can’t wait for Christmas jumper day on Monday (look out for the photos!)

Our newsletter has been going out in all of our classes recently and is also found in the many Christmas cards that Becca and I sent on Monday. We hope everyone who has had the chance has enjoyed reading it, but I’m sure there are others out there who don’t have one so… we have included a copy below for everyone can have a read. Enjoy! Merry Christmas and A Happy New Year!

 

Related Images:

A Year in The Life

by

Steph, Level Three TRS Teacher, Level Two Active Armchairs Facilitator and Educating Dance Teacher (what a mouthful, she’s reached the highest levels possible at TRS!) was voted TRS Teacher of the year 2017 by TRS staff in November last year. As we are coming up to this year’s vote I asked her to write about her year and I’m pleased to say it’s really varied and has been very exciting!

This is how young dancers in Steph’s classes put their hand up to talk… in any funky position!

A Year in The Life of Steph…

One of my favourite things about my work with The Right Step Dance Company is the variety it brings each day. The past year has been no exception to this. Teaching all over Kent and Medway, I’ve covered thousands of miles, planned hundreds of classes and had a wonderful time sharing my love of dance and movement with hundreds of class participants for another year. 

Flicking through my diary, I’ve been reminded of some of the new schools and care homes I’ve visited this year amongst my regular classes. I’ve been teaching for The Right Step Dance Company for over 5 years, and whilst there are new classes and ‘one off’ sessions happening all the time, I have some brilliant regular classes too.  One of my longest running classes is the Friday afternoon Dance Club at Byron Primary School. I wrote a blog post (read it HERE) about their Dance club earlier in the year after their fantastic Summer Term. Often we get to see the development and enjoyment children have in their dance classes, but there isn’t always a show or opportunity to share the brilliant work the children have achieved. To overcome this, we decided to film the last class of term so they could share their achievements and experiences. I was so pleased to have been able to put this video together for the Dance Club participants at Byron Primary.

Another filming day, and definite highlight of my year, would have to be the BBC Filming Day at Hale Place Care Home. We were honoured and utterly thrilled to have been asked to be part of the filming as one of the home’s favourite activities. We continually see the positive impacts of Active Armchairs, but when others can really see and feel the benefits of the classes too and wave the Active Armchairs flag of joy it’s a brilliant feeling! Myself and Rebecca had a wonderful morning with the residents and carers, and I think its fair to say we both left that morning with big smiles on our faces!  Hale Place was a relatively new class for me at the time, and has now become one of my regular weekly classes. I have loved getting to know the residents even better over the past year, and look forward to another year of dancing and singing with everyone.

There have been great team moments throughout the year too, with our twice yearly All Hands Meetings and training sessions. We usually find ourselves teaching alone, so having the opportunity to meet with others teachers on the team at All Hands meetings means we can share experiences and advice. It’s also just a lovely opportunity to have a good catch up over a cup of tea and some biscuits!  We often have training within these meetings, and in our most recent one we had a session with confidence coach Andrea Barker.  The session was not only a great team bonding experience, but also enabled us to take strategies away to implement into our practice.  Catch us striking our power pose below!

I really enjoy the opportunity to work with other TRS teachers, and as a Level 3 TRS Teacher, I had the opportunity to mentor one of our newer teachers to the team this year.  When teachers join me in my classes for training, I love to share experiences and tips so it’s been great to be able to focus this into a mentoring process.  I know myself I find it very beneficial to be observed, and to share teaching practices with other teachers, so combing this with my experiences as a freelancer made for a great first mentoring experience.

As I reflect upon the year, It’s very hard to pin point a few favourite moments, as in all honesty every day and every class brings something magic. I mentioned the notion of ‘Magic Moments’ and how we capture them in classes in an All Hands meeting a few years ago and it has since become a wonderful way to share these little snippets of joy with everyone.  There are plenty of Magic Moment quotes to be found on TRS social media; Whether it’s a comment about the participants class experience, a child that expresses their enjoyment and pride at learning a new dance step, the older adult that taps along to the music for the first time or feedback from a teacher/carer about how a participants response is a breakthrough….we are so lucky to be a part of so much magical! Here are two of my most recent Magic Moments. 

“Year 5 at Singlewell Primary School have been learning Bhangra Dance this term and will be showing some of their moves in their assembly this week. They were looking fantastic in their dance class earlier in the week and we can’t wait to hear how it went!”
Steph

“Singing in the rain is my tune of the day today!! We had a great sing along at Fort Horsted and reminisced about the great Gene Kelly and his wonderful dancing in the rain and swinging around the lamppost!”
Steph

As the final school term of the year approaches, and I begin to think about Christmas classes and plans for the new terms in 2019 (!) I find myself feeling very grateful for having another great year of classes and experiences with the Company.  This year especially seems to have flown by…but maybe that’s because I’ve just been having too much fun dancing!

Related Images:

The Value of Arts

by

On Thursday 22nd February artists and interested people gathered to contemplate the value of art and to share their experiences. I went along to not only provide a workshop about Active Armchairs, but to also discover what other artists have been up to in Medway and Kent.

Valuing Art & Culture in Medway and Kent was organised by Laura King of Look Kloser and Luci Napleton from Medway Council after Laura shared her idea for a day to encourage collaboration. It all began with a chat at Medway Dance Network and snowballed from there.

I took part in Laura’s workshop where she told us how all of her sessions are open for anyone, no matter what and reminded us of the importance of pausing for participants. Georgia Smith, representing Loop Dance Company (yes, she’s also a TRS Teacher and our Adult Dance Co-ordinator, she wears many hats!), share her ideas for a cohesive approach to a dance class for children. We discussed the difference between creative dance and cross-curricular dance and came to the conclusion that it’s like a Hoover… all cross-curricular dance is creative, but not all creative dance is cross-curricular. Luci shared her experiences with EDNA and we were treated to the rare opportunity to relax and gather our thoughts.

IMG-20180227-WA0054

Everyone in the room is part of Active Armchairs. When family, friends and carers are present we can facilitate special moments for them.

Lastly was my workshop about Active Armchairs. My aim was to give everyone a flavour of what Active Armchairs is, to talk about the importance of choice and to inspire everyone with some Magic Moments. Luckily I was joined by fellow Active Armchairs facilitator, Georgie, who was able to share her favourite moments as well.

The day was a great reminder that there is a wealth of dance expertise out there. Although we do a lot of skills sharing at The Right Step, CPD and sharing is with other is always good for the soul!

In the evening we went to the hall, still at Woodlands Arts Centre, where there were tables and a big screen. Guests arrived and speakers shared their stories of collaboration. There was a great mix of people from various organisations and the general idea was to find a way to collaborate and make art happen.

Speakers were asked what they think is the value of arts and I think the resulting list is all true…

  • A sense of purpose and achievement
  • Prevents social isolation
  • Self worth
  • Opportunity for learning
  • A feeling of belonging

I know I found some opportunities for collaboration and I’m sure others there did too. I had a day of contemplation and came away buoyant.

Related Images:

1 2