Tag Archives: dance

Dance Ideas for PSHE

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As a subject, the content, aims and reasons for PSHE change often. It has changed names multiple times since I was at school and most schools have different approaches to it. However, at it’s core, PSHE in primary schools, generally always covers similar values and subjects.  

PSHE stands for Personal, Social and Health Education. Sometimes it is taught to a whole class in a normal setting or in circle time, sometimes it is taught it small groups. It is also taught all of the time in terms of personal development, values and general knowledge. This means it is an excellent subject for a cross-curricular dance class. Dance also teaches many of the life skills found in PSHE without the teacher having to focus on a particular aspect. For example, team work and friendships are seen in all dance classes.

In this blog I’m going to share a few dance ideas for just a few of the subjects covered by PSHE. These could be put towards a dance class or used as stand alone fun.

Friendship

Dance About You – Put children into partners. Start with someone they know well, you can repeat the task with someone they don’t know at another time. Put a short piece of music on (about 2 minutes, Come on Everybody or Blue Suede Shoes are good) and let the children ask each other questions until they find out a new thing (3 things if able) about each other. Now they work alone for a few minutes to make up a movement or sequence about the new fact(s) they’ve learnt. Share the moves with partners and then the whole class. All the movements or sequences could be strung together and performed by the whole class as a team and this would be nice at the start of the year with a new class or if more togetherness or team building is needed within a class.

Teamwork

The Spider Web – Everyone holds onto the giant elastic in a circle. Teacher says a name and that person moves across the circle. This repeats with dancers going over and under the elastic in different ways until it is a big web. Now they have to undo the web! This is a dance class though so everything needs to be done with an interesting way of moving.

The Mexican Wave – you don’t just have to do this the traditional way, other movements can be performed in a similar way and in dance we call this is cannon.

Country Dancing – As a whole dance style, country dancing is great for teamwork. A do-si-do (moving back to back around your partner) is a well known example. A Grand Chain (Holding hands) or Weave The Ring (Not holding hands) are excellent whole class team work based country dance elements that could be used in a dance or as an exercise. All stand in a circle face your partner next to you, holding right hand. Move past your partner and towards the next person and hold left hands. Keep passing holding right then left hands as you go.

Trust

There are a lot of dance and drama trust exercises such as trust falls and trust walks and they are well documented. The following idea is just for dance though and it is also great for teamwork.

Trust Motif Development – teach a simple motif or allow the dancers to choreograph one. It must all be standing up. Once they’ve learnt the motif they have to partner up and choose a prop. Things that work well are solid, about half a metre in length and are not heavy. For example, scarves or giant pipe cleaners. To simplify, the teacher can give everyone the same prop. The partners hold the prop between them and have to perform the motif again, but with the prop connecting them. The motif might develop in various ways, it might be slowed down or one person might use the opposite side of the body, for example. To make things more exciting, the partners could unknowingly choose how to hold the prop. They choose from the options hand or foot, face front or face back and right or left. Then, once the teacher has explained, they hold the prop between them. For example, hand, facing each other, left hands.

Confidence and Honesty

Telling the truth is often about having self confidence and that’s why I’ve put these two together. It’s also about how truth and lies feel to other people. It is quite a concept to grasp and from around Year 2 as it becomes more complicated than just, telling the truth is the right thing to do. You could use a story to support learning around telling the truth and use a cross-curricular approach in the dance class. The Truth Pixie by Matt Haig or, of course, the very famous, Pinnochio might be helpful

Peer feedback is good way to encourage positive, helpful, constructive truth telling. Ask for Nice and Helpful feedback, You did this and now you could try…

To encourage confidence in dance class I try to find an opportunity for every young dance to do a movement or shape on their own near the start of class. This could be during the register or part of name and shape. It’s important thay there is a ‘way out’ if they don’t know what to do. This could be by copying someone else’s idea or the teacher using whatever position they’re standing in as their shape or a move such as a shoulder shrug or head shake if they have indicated they don’t know what to do in this way. Either way, they have taken part and got through it.

Respect and Anti Bullying

Your Daily Dance has lists of music by theme, including one for songs about bullying. Appropriate versions would need to be sought for many of the song, but the list is a very useful starting point.  https://www.yourdailydance.com/songs-about-bullying/

Greetings Warm Up with a difference – Everyone walks around the space and, when teacher calls a number or colour, or holds up a sign or makes an instrument noise (there are lots of options!), they perform an action. Here are some examples.

– High five the nearest person
– Hand shake with the nearest person
– Fold arms and stop in front of the nearest person then turn away
– Stand in front of the nearest person with your arms and legs out stretched (open and vulnerable)
– Loop arms, link together

Afterwards, talk about how the actions made you feel. Progress this further in other lessons by asking the dancers for their own ideas, perhaps focusing on things that make them happy or things they think will make others happy.

 

I’ve just scratched the surface of how dance and pshe go hand in hand. Other aspects such as Golden Rules, worry and internet safety could all be explored using a cross-curricular approach and the things I have covered could be part of a lesson or scheme of work. As always with our work in Educating Dance, the options are endless!

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Dance Ideas for New Friends

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This month we’re focusing on friendship, new things and social inclusion so I had a conversation with the TRS Teachers about their ideas. Dance is a fantastic medium for making friends and learning about social interactions. 

It’s September and the schools are back, the children in our classes are meeting new people in their new classes and it’s a new school year, but we’ve talked about all classes for this blog, including Active Armchairs, because the social aspects of dance are present everywhere!

The TRS Teachers have shared lots of ideas for dancing around these themes below. I’ll also be writing a blog post about PSHE towards the end of the month and this will relate as well.
 

Meet and Greet Ideas…

Rebecca
Name and shape is a fantastic introduction game. It’s an old favourite that I first played when volunteering at Magpie Dance Company ten years ago! It works with any age, any ability and pretty much any theme! Its great for us dance teachers to learn names and to give all participants a chance to be in the spotlight if they want to.
 

How to play:
Everyone stands in a circle. Teacher explains that we are going to take it in turns to say our name and make a shape or do a little movement. Then everyone will copy the shape or movement and say the name back. As you go around each person can pass the turn onto the next person by gesturing that it is their go.
 
 
Georgia
“I like doing ‘Meet and Move’ we have selected movements and then travel around the space, when the teach shouts meet you find a friend (A different partner each time) and do the movement together and then continue. I have done this as part of a warm up where when we meet we circle a different body part starting from our head and then working towards our toes! By the end you will have danced with around 6 different people! for younger ones to make this clearer it can be when the music stops that you ‘meet’ with a friend to do the moments.”
 

Social Inclusion, how we can encourage it…

Steph
“I’ve been using the theme of holidays recently in Active Armchairs which has lead to some brilliant conversations and connections between participants. We have been sharing memories of places we have lived or visited, which has connected many people in conversation as they had visited the same place! It’s so interesting to hear how people have moved around in their lives, and lead to lots of revelations between the participants as they released that perhaps they might have even crossed paths before!”
 
Rebecca
Props are a brilliant way to include everyone in a session. I had a magic moment in Active Armchairs at Valley View Nursing Home and always share it with trainee facilitators…
 

“One lady has her table that when chooses to always sit at. The layout of the home means that she’s close enough to the seating area to see the tv and be involved with my sessions, but she is still comfortable at her table. She always sings and joins in with arms movements even though she isn’t in the circle. This is nice, but I thought she might enjoy it more and feel included if she joined our circle so I thought of some ideas. The prop that worked best was the giant elastic. I had excellent support from Dee the Activities Co-ordinator so we were able to work together. I laid the elastic out before the start and went to chat to the participant. I explain what we were going to do and asked if she would like to join us. Luckily she did and Dee helped move her to the main circle. It was a fantastic class and a real turning point.”
 

Jess

Parachutes are such a sociable prop. Call a colour and the participant runs underneath and swops places with someone else. Yoy could adapt to include a high five under the parachute.
 
Our ideas for the best props for social inclusion…
Giant elastic
Huge piece of lycra
Big balloons or beach balls
Knotted scarves
Feathers used for mirroring
Shakers for call and response
Parachute
 

Exploring Friendship…

Becca T
A nice dance idea is people bring an item to share or the teacher brings a small selection. E.g stone, feather, cube. The dancers explore the texture/shape/pathway/feeling of the item to make their own phrase. Progress: partner up and combine 2 items. Suitable for all ages and abilities.
 
Steph
I covered the theme of Friendship last term in schools. We discussed what we felt made a good friend, and then used those ideas to create movements. We made sure we danced with people in class that perhaps we didn’t know very well or were in different year groups and kept swapping partners throughout the dance. There were lots of brilliant buzz words like ‘supportive’ and ‘caring’ which lead to some lovely trust and support movements. Then together we put all of this together into a dance to ‘You’ve got a friend in me’ from Toy Story.
 

 

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Guest Post – The Parent Dance

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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.

Enhance – Active Armchairs Sessions

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Written by Steph, Level 3 TRS Teacher and Level 2 Active Armchairs Facilitator.

It’s been a long time in the planning but the Enhance classes have arrived, and we are now already a few weeks into teaching our first classes! 

Together, myself, Rebecca and Katie planned each of the sessions before any classes began. Group planning ensured that we are all covering the same content in our classes and allowed each of us to have a creative input into the sessions. It’s always great to chat to other teachers about activities, dances etc that they might have used in other classes so sitting down together and sharing our ideas has ensured that we’ve brought all of our best bits together. 

In terms of the class content and approach to teaching the research project classes, we have exactly the same approach we do to every single Active Armchairs class. Nothing differs in the research project classes to ensure our work is authentic as possible. Participants still have the choice to join in, we make adaptations to suit the group (regardless if that takes us off piste from the plan), we make adaptations for the weather (very important for our recent heatwave!) and ultimately our participants at the centre of everything we do. 

We decided to start our block of tested classes with a few of our Active Armchairs classics. These are generally the songs and dances that we would use for a taster session because of their popularity and sing along worthiness! Thus our first theme was aptly named ‘Golden Records’.  The theme features songs such as ‘Delilah’, ‘Shake Rattle and Roll’ and ‘I love to Boogie’. Delilah in particular is a great sing along song, and during my first class whilst I was teaching the movements to the dance the whole class erupted in song acapella! This was shortly followed by an excited participant expressing their love for the song! “Oh we love that song!” Shake, Rattle and Roll is another popular song, and a personal favourite of mine. We use brightly coloured shakers for this dance, creating different rhythms and sounds before breaking out into song and choreographed movements for the chorus.  The shakers not only bring lots of colour and different sounds into the room, they also encourage more prolonged movement. The effect of this was certainly clear in one of my classes when a participant expressed how the movement made their body feel…”Ooooo my arms, they’re having a great workout. We were all having so much fun shaking and singing we didn’t realise our arms and muscles were busy working!”

It is always exciting to take Active Armchairs classes to new venues and participants. And the classes so far haven’t been without numerous magic moments, brightening everyone’s days, including ours! Seeing participants enjoy themselves in the moment is truly special, but knowing they are eager to get going again the following week is equally as rewarding… “When are you coming again, make sure you come back…we want more of that!”

As we have now completed our first theme, ‘Golden Records’, we are now onto our next exciting theme, ‘Summer Garden’. Watch this space for the next installment of Enhance classes, celebrating all things wonderful in the Summertime! 

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Cheer Dance Show

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This term was Cheer Dance at Palace Wood Primary and it really has been a cheery summer term. They always make my day!
 
From the first session I taught the dancers about motions and formations and incorporated them into the dances. Once they had learnt what motions were in the first week, on following weeks they did their own as I did the register.
 
I gave them some formations to choose from and they picked some for their small groups.  Then they organised themselves and found the most efficient pathways between formations on their own. This was a challenge, but they did it and were proud of themselves when they realised how quickly they could do it.
 
Over the term they learnt two dances. For the first dance, as well as formations, they added some of their own choreography in small groups. For the second dance we choreographed a lot together as a large group. They are so supportive of each other and it was nice to work in this way.

At the end of term we invited family and friends to come and see the dances. Turn out was great and there was a huge round of applause at the end.
 
They are a really lovely group and have been a pleasure to work with. I’m looking forward to coming back next term, this time for Creative Dance!
 
Here’s a video about our term. We didn’t get to film the whole dance but the snippets of film and photographs show some of the things we’ve been up to.
 
 
 

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Balfour Infants Dance Show

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Written By Katie, TRS Teacher at Balfour Infants School
 
The theme for the show dance at Balfour Infants School was “Around the World”, and we had dances that represented different countries or continents. We had to push the show forwards a few weeks due to me being away on the very last week and school activities in the other weeks meant it had to be this week! They worked very hard to be ready.
 
We started in Africa, with some African drum music, which went into music from the Lion King (the audience loved it when that music came on!).
 
Then we travelled to Spain, where they used their scarves like tango dancers.
 
 
 
 
 
We then went to India, where we were lucky enough to have a pupil who travels to India occasionally and knows Punjabi dancing. She kindly taught us some traditional Punjabi dance moves!
 
We ended up back in England, with a street dance to Little Mix; we ended with lots of energy and power!
 
At the end, the audience asked for an encore because they enjoyed it so much! The year 2s have worked extremely hard and I’m aware that they frequently practice in the playground together. It’s so great to hear how committed they are, and they have worked very well as a dancing family.

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Ofsted Influences

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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

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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.

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Book Week 2019

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It’ taken a while to get this published because we’ve been collating lots of bits from some of the different TRS Teachers involved. Georgie has very kindly put everything together and here’s what she’s said…

We had some lovely Educating Dance Book Week sessions this year at TRS, they even went over 2 weeks! We went to Balfour Infants School in Rochester and St Michael’s Primary School in Chatham and St Mary’s Primary School in Gillingham. TRS teachers Katie, Steph and I have told us about their time spent at these schools.

St Michael’s Primary

Georgie: I love it when book week comes around each year. It’s always exciting to hear what stories you’ll be telling through dance with the participants. So, when I found out that St Michael’s wanted do Myths and Legends, I was very excited!  I decided to focus on Greek myths and legends, their hero’s, Gods and Goddesses. Especially Hercules! We went around the room and explored 4 different characters, Zeus, Hera, Poseidon and Hercules. Coming up with different movements like showing off our muscles, throwing lightning bolts and going swimming in the sea, for each one. I then taught a short routine where we told a simple story of Hercules through dance which the children picked up really well and really got into character! The last part of the lessons involved the students creating their own myth as a class for us to tell through dance. They chose a main character, a side kick and a villain. We used the likes of Medusa and Cerberus for these, which the children found highly amusing from the pictures I showed. We then put all the movement together to create a whole dance. The children were brilliant, so enthusiastic and it was great to be involved with these classes.

 

Balfour Infants School

Katie: Handa’s Surprise takes you on a delicious and mischievous journey to Kenya, full of colourful fruit and naughty animals! We had fun pretending to be each animal, and the children remembered all of the animals from the book and had some brilliant movements. It was like we were on a real safari! The children enjoyed pretending to be specific animals when they went on a parade wearing different animal masks. With a beanbag on their heads, the children walked to their friends without dropping the beanbag, as they imagined how Handa would carry her basket full of fruit to her friend in Kenya. We learnt some tribal dancing and then made up our own dance to tell the story of all the animals taking the fruit from Handa’s basket. We enjoyed imagining that we had stolen our own favourite fruit at the end! Year R had more energy than all of the animals in the animal kingdom and were an absolute joy to work with!

 

Becca: I took some photos of my classes with Year 1 and 2.

 

St Mary’s Primary

Georgie: I’ve been to St Mary’s Primary a few times now and I couldn’t wait to return this year. It was especially nice as there were 3 TRS teachers going, Steph, Becca and I. Which meant we really got to work together to come up with ideas for the children across years R-6. The theme we were given was space, which is a theme I’ve done before and thoroughly enjoyed so I was looking forward to teaching this subject again.  I taught year 2 first, we used different shapes to for our warm up, big planets, small planets, rockets, shooting starts all while exploring and walking through space. We then created a giant rocket shape using everyone in the class! The children then chose an alien to recreate in their groups, firstly by looking at what they looked like and then copy to create their starting pose. After that they looked at ways their alien could move to create a short phrase with their groups. The children were extremely imaginative with this and really enjoyed it! We then cooled down by travelling back down to earth. The second group I taught was year 5 and we started off with an astronaut narrative, we put on our space suits, went up in the rocket and flew around space before landing. I then gave half the group a paper plate with the planet written on it. They then had to quickly get themselves into the right order from the sun, and start circling around to make the solar system. Once they had started the other half then traveled through space exploring the planets. They then switched over so they could experience both sides. We then looked at constellations and stars. I gave the groups some time to recreate some well known ones, then set them on the task of creating some of their own. They used letters, levels, different body parts, all sorts of ideas to create some really unique looking constellations as a class. Finally we cooled down by using some of the shapes and ideas from both the solar system and the constellations. 5 leaders chose their favourite shape to do in super slow motion. It was a lovely session and the children were so enthusiastic which was great!

 

Steph: I went along to St Mary’s Primary for Book Week 2019. This years theme was Space. In year 1’s classes we took our first steps in space, using the fact that there is no gravity in space so we took very slow large steps around the room. We then discovered Alien’s. Like the very hungry caterpillar the alien’s loved to eat everything in sight too!

In year 4 we stretched into out astronaut suits and checked that they were safe for space and how we would move in the space suits. We looked out of our rocket windows to see what we could find in space, planets, aliens, the moon! We landed on the moon to explore moon dust about how it feels and how we could make the moon dust dance in our hands. We then spotted the different planets and made the shapes of the planets. We orbited around the sun by rolling, turning and spinning! Year 4 then created their own planets in groups deciding whether they were slow or fast planets. From there we also looked at star constellations and recreated a few, and then made our own! The participants used their bodies to connect their stars and they also came up with a name for each one.

For year 5 I made an envelope for each planet and each one contained short facts about the planet. Year 5 then got into groups and using the facts the explored the planets through movement. We discovered that every planet is unique and that meant that each of the dances were just as unique too!

It was a fantastic few days, both myself and the participants thoroughly enjoyed it!

 

 

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TRS Tots

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Last week we launched TRS Tots. We’ve been providing classes in the EYFS (Early Years Foundation Stage) for years, but now these sessions have an official logo and marketing material thanks to Tremendous Design Agency. We’re looking forward to holding more classes in nurseries, pre-schools, children’s centres and other places were babies, toddlers and young children gather. They’ll be sessions for parents / guardians to dance with their children and for the children to move without them from 2. 
 

Anyway, to celebrate,  I thought we would share some of our favourite things to do so here are some ideas from the TRS Teachers.

What’s in the bag prop task, getting them to guess what it is always fun.
Georgia
I second this! A bag full of egg shakers makes wonderful sounds when you wiggle it, creates conversation and excitement as they put a hand in to feel what could be in the bag and then produces big smiles as they pull out a brightly coloured prop that doubles up as an instrument! Magic!
Steph
 
I love to pick out a prop (whatever it maybe, scarf, balls etc) and watch them explore the different movements they can make using it.
Georgie
I like to use bubbles at the end of class. I ask them to dodge them and make funny shapes with there bodies or pop them. They always look forward to it.
Hayley
I love an improv story. It’s great to see the unexpected things that the dancers come up with. Even if I have some ideas, give them something I think is difficult or give them a really specific task, they’re always surprising me! Plus, there are so many things you can do with an improv story! I wrote a whole blog about it here… http://www.therightstepdc.co.uk/2018/11/21/improvisation/
Rebecca
 
Props props props… I love a prop and so do they. I also have a theme for each class… going to the park, winter weather (in winter), dancing in the rain, and then each theme leads to the movements we do such as splashing in puddles, lifting our knees high when walking thru snow, swishing the fallen leaves with our feet etc.
Clare
 
I’d say things that make noise or that are very tactile.
Georgia about classes for babies
 
I love to watch their eyes follow the noisy objects. Parents like to see how they react to different tactile objects too.
Rebecca
 
I used to use light up balls when I taught ball skills – turned the lights in the room off and then they just bounced the balls around
Katie
 

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