The last campus session really helped me clarify what this module is about and what we have to produce by the end. There was much confusion to start with regards to what needed to be done by the end of this module, what was to be handed in and what could just be done on line and the importance of certain tasks. I hope everyone left feeling a little clearer! I think I did!
One thing that really stuck with me when discussing our research project for next term, was to make sure it is something relevant to what we are doing and something that will be easily accessible to us with regards to doing the research, interviewing and observations.
I have been looking in to the benefits of dance, but there is a lot of research out there about the benefits of dance especially at a young age and so I was struggling to see how an inquiry here would help me learn anything new…I already know the many benefits that dance has as it were.
Then when teaching this weekend an event occurred that I think has clicked everything in to place. I have found a line of inquiry that is within the area I have been looking but something that I think could really help me within my practice in the long run and whilst it is something that I may have a few ideas on I really don’t know all the answers to this question.
Saturday’s event:
At the stage school I teach at there are four groups that I teach and the children range from 3 to 18. The children are divided into classes’ depending on their age. I can see why this makes sense as children are dancing with others of a similar age and it makes moving up to the next class quite fair and straight forward but often it leaves me with a real mix of abilities within a class.
For example:
Some children do lots styles of other dancing on top of coming to this stage school
Some people come more for the singing/drama and so dance is just an added extra for them that isn’t their main reason for coming.
Some are late starters and may join aged 14, so will go into the class of this age but will be dancing with other children who have a lot more experience and training.
This weekend I had two of my students asking me when they can move up to the next class as they feel they have outgrown their current class and the other children in it. I was truthful with them and said if it was solely up to me I would happily move them up as they are both very capable and hard working in dance, but I would have to check with the principal. She checked her records and age wise they are not next on list to move up as there’s a number of older children in that class who should technically move up before them. Also, as this is a stage school the children also attend singing and drama class so whilst they are very strong in dance, they are maybe not at the same levels in singing and drama and so would perhaps struggle more there if they moved up early or may not be doing the most appropriate material for their ages.
We came to an agreement with the two students that they would move up in September at the same time they move up to secondary school. They now feel happier knowing they have a definite date to look forward to. But where does this leave me I thought? I still have to teach them until then, and want to keep them motivated and challenged so they don’t just get fed up and leave, but at the same time the other students in that class are not as strong technically or as focused as they are. So how do I make it all work!!
This is what triggered my inquiry.
I realised that most places I teach be it within a school, community or private settings, more often than not divided children into classes’ because of their age. It makes sense for them to be dancing with children of a similar age but often i then find there is a real mix of dance abilities within my classes.
I would like to do my own research project using my current practice and where i teach to find out how i can ensure all the children in my class are benefitting from the class and developing at their own rate no matter what their ability or capability.
Initial thoughts on things I may look at include:
- How can i make sure more capable children are challenged
- Children working together despite their different levels/abilities (not letting the class become divided)
- How to best structure a class to accommodate the different capabilities and keep everyone engaged in what is being taught. (use of games, creative tasks, set work…)
- Providing suitable material for both the girls and the boys within the class
It's odd that you should bring this up because I was talking the other day with a friend about how I sometimes wish my students were in groups according to their ability rather than their age. The problem as you say with a stage school is there is more than one discipline to consider and just because they are good in one doesn't mean they'll be good in another,
ReplyDeleteI normally try and teach to the top end of the class rather than the bottom end (giving extra attention to the weaker students when needed) because I think it stretches students. I do make sure that I am encouraging to the less good students too and I let them know that level is difficult and it's not just them being rubbish.
I also think if you don' think this is appropriate perhaps you do a simper routine or exercises but incorporate more difficult elements into it for the better students. For example have a routine with a single pirouette for most people but tell the better students to do a double.