Downham's Thoughts:
At the beginning of this unit I was quite nervous about teaching dance since I was so bad at it myself (always up the back row L). The readings in this unit have made clear to me that dance isn’t necessarily about co-ordination, rhythm and choreography; it is about finding other ways to communicate and express yourself.
As children begin generating dances they will learn about the processes and language of creative dance through problem solving (Russell-Bowie, 2005). Some examples given by Wright (2003) include, creating the movement of a spider, the movements required to make breakfast and what movements would toys make if they came to life. (Sounds like so much fun!)
As children realise their dances they perform their movements to either a single peer or for their whole class. This gives them an opportunity to engage and reflect on their performance (Sinclair, Jeanneret & O’Tool, 2009).
When children respond to dance they are able to develop an understanding of what the dance is trying to communicate (Russell-Bowie, 2005). As their teacher I will need to encourage discussion about dance is different to normal movement and how it is used to express ideas and feelings (Sinclair, 2009).
Through these readings I have began to develop confidence and understanding that I do not need to be a great dancer to teach dance. I simply need enthusiasm, creativity and a desire to have fun. I think I can manage that!
References:
Russell-Bowie, D (2005). MMADD about the arts! An introduction to primary arts education.
Sinclair, C., Jeanneret, N., & O’Tool, J. (2009). Education in the arts: Teaching and learning in the contemporary curriculum.
Wright, S. (2003). Children, Meaning-making and the Arts.
Tucker's Comments
Yes Alysha - it's interesting isn't it - how we immediately think of the formal applications of dance when we think of 'teaching dance', whereas really it's about movement and being present in our bodies and allowing and encouraging children to be the same. I think half the battle is to make it a regular activity - so that we all get moving without feeling self-conscious about it, and really learn to enjoy that freedom rather than worry about what we look like.
I also think there's a lot to be said for learning simply steps and choreography though - it can bring with it a great sense of achievement as well as a cooperative spirit and a sense of belonging (must try and find some references/writings on this!)
Here is a link to an example of some Dalcroze (music educator) exercises aimed at embodying musical rhythm and feel. More fun ways to learn!
Dalcroze eurhythmics example 
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