Dance performance club

Summary

This exemplar describes a long-term, mixed ability project in dance performance, supported by the New Opportunities Fund (NOF). The establishment of successful mixed ability dance groups led to the further development of a gifted and talented performance group. All groups are now led by professional dance artists and meet regularly each week as an after school club on the school premises. The project was conceived and developed by the NOF co-ordinator who is also the teacher in charge of GCSE/Key Stage 3 dance.

Description

The talented group was of mixed ages and included pupils from Y8 through to ex-pupils in Y12 and Y13 (the school had no sixth form). They were of mixed backgrounds and experience; some had only studied dance within the school curriculum while others had attended local vocational dance schools. Although the aim was to complement their creative experience in school, the chief object was to extend their performance ability. Work involved challenging their physical, technical and expressive skills. Each after school class was one hour long and provided the talented pupil with an opportunity to work with like-minded, more able students who all shared high expectations.

Differentiation was later introduced by providing easier or more complex roles depending on a dancer's individual ability. Performance opportunities were found within school based activity such as the annual awards day ceremony held in the cathedral, seen as a high status occasion, and also a series of dance festivals and regional showcase events. This provided a network of performance opportunities to tap into.

Evaluation

This is a simple model to follow because it is built up from a series of dance clubs that may already be operating or may be easy to set up within the school. It is inexpensive to run because in-house facilities and administration are used. A dance specialist might lead the group if an artist is not affordable. A key factor for success is to have someone who knows pupils well within the school so they can address any problems that may arise, negotiate relationships between participants and the artist/leader if necessary and be available during the sessions.
Building on existing dance clubs and attitudes in school appears to assist sustainability and provides a pool from which to select the talented. This 'bottom up' approach provides support from within the general school population, and pupils having access to similar opportunities prevents resentment towards high status projects.