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consultation with the ISTD, East London Dance
developed a version of its People Moving programme
and set up a one off event.
This
programme had originally been set up in response
to the Special Needs and Disability Act 2001 and
was aimed at introducing dance teachers to the
key considerations involved in working in inclusive
settings.
The
ISTD were able to provide this course at very
reasonable rates thanks to funding from the F
E Clarke Bequest.An afternoon of enlightenment.
The People Moving course inspires and helps to
broaden ideas when delivering technique to pupils
in integrated settings.
I
went along with an open mind not really knowing
what to expect, but after watching a short film
showing disabled and non-disabled dancers together
I knew this would be a course like no other.
Some
of the pupils had impaired vision, others were
wheelchair users, but all were dancers. They performed
Modern and Tap sequences from the corner and although
steps were adapted for each pupil, but the core
principles remained the same.
It
was a fascinating experience to see such different
interpretations of the same step.
After
a briefing we were then asked to join a voluntary
practical session and although I was at first
hesitant I soon began to enjoy the experience
of working with such talented pupils. They adapted
Modern steps with ease, doing a head isolation
instead of a shoulder and so on.
It
was a wonderful experience and in 3 hours I felt
I had learnt so much, not just about integrated
learning, but also about my approach to teaching.
I recommend this course as it will open your eyes
to what a disabled dancer can achieve.
Caroline
Kelly
People
Moving was an afternoon lecture demonstration
on the ways of integrating disabled and non-disabled
dancers within the same class.
The leading lecturer, Jo Parkes, had herself grown
up studying the ISTD work and so was aware of
possible difficulties and restrictions imposed
by the syllabus for anyone with a disability.
After a brief introduction we discussed alternative
ways of delivering techniques. By deconstructing
our core principles of each individual discipline
we could clearly see how we could adapt exercises
to be inclusive to all in the class.
We
also discussed the ideal of having smaller classes
and more teachers or learning support assistants
to give each child in the class the chance to
reach his or her own potential.
I
soon became very aware that one Sunday afternoon
was a good introduction but was not enough for
me to go away and feel that I was able to confidently
teach an integrated class; there are other courses
available and these I feel would be essential.
We
watched a brief film of what the People Moving
project had accomplished so far and this then
led on to the practical sessions. The teacher
for this session, Kelly Davidson, then showed
us her approach to the teaching of integrated
warm-ups, centre practice, corner work and dance
sequences.
We
were then given the chance to work with students
from New Vic College taking inspiration from our
current syllabus.
From
a teaching perspective this proved to be quite
challenging, a whole new approach to instruction
was required, we all needed to utilise our skills,
more so than perhaps in a non-integrated class.
The
day proved to be an incredibly enlightening experience.
Louise
Hodson
When
I arrived at the ISTD’s People Moving course
I was not sure what to expect, but what an experience
this was.
I
have myself trained and worked with children who
are mentally impaired and teach dance to autistic
and moderate learning difficulty children who
have speech and communication problems.
People
Moving covered integrated and inclusive teaching
of dance to students with physical disabilities
and how to deconstruct technique and apply it
in such a way that all students would benefit.
The
students who demonstrated on this day were in
a league of their own and I have nothing but admiration
for every one of them. Their teacher and our tutor
for this 3 hour intensive course was Jo Parkes.
The
students had achieved such wonderful moves and
lines in their dance and I loved the way Jo was
so passionate about getting points across to her
students.
I loved participating in our group practical session
and was given the opportunity to teach a student
in a wheelchair the Grade 2 Modern Theatre isolation
sequence. You certainly find that the students
have plenty to teach their peers.
This was a course that covered many factors including
Health and Safety issues, use of language, assessing
students’ individual needs and the core
principles of your chosen technique.
I
feel that all dance teachers would benefit from
attending this course, a course that inspires
you to see your teaching strategies in a completely
different way.
Thank
you so much Mrs Prime for setting up this course
and to Jo Parkes for sharing her knowledge with
all us dance teachers, who work with many students
and know how much they get out of their dance
classes.
Yvette
Gullett
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