Literature Review 5

The Dance Inclusion Spectrum

Merie Eglesfield-Hope, Youth Sport Trust Dance Conference 2009

Available at: http://www.youthsporttrust.org/downloads/cms/dance_conference_2009/dance_inclusion_spectrum.pdf

This article provides a dance spectrum whereby there are different stages within a cycle that you can use to be inclusive within a dance session. The spectrum is shown in a diagram and then each point is shown how it could be used within a dance class. The whole concept seems relatively straight forward and is put across in a simple and easy to read format without too much extra information or complicated language. It struck me that this would be a useful resource for many teachers to have as a starting point and could be something to look at further and develop as part of my professional artefact.

There are four stages within the spectrum; the first is an open activity where every member of the group is included and taking part in the same activity. This would need to be structured at a level that all students are capable of. This type of activity doesn’t necessarily fit into the concept of differentiation as you would be asking all students to do the same thing no matter their ability or learning style. However I think there would be benefits to an activity like this as it promotes a sense of unity and everyone working together. It would fit in well to the warm up section of a dance class, so the students would be engaged and focused on the same movements before undertaking other tasks of varying levels.

The second stage would be a Modified Activity whereby students are still all participating in the same activity but depending on capabilities and individual strengths modifications can be made to suit the learner’s needs. This kind of activity can be planned for by the teacher but I think there would also be the use of reflecting in action and modifying the task as you go along depending on how various students react.

Stage three is a Parallel activity, where by students would work in smaller appropriate ability groups in their own space at their own levels. This contradicts some of my own research finding whereby teachers would often use mixed ability groups so that the stronger students can help the less able ones within the group.

I know from my own teaching experiences I will sometimes utilise students who have mastered a step and pair then up with those who are struggling, this means that students who are struggling get individual help and it challenges those who already have the step to try and pass on that knowledge to someone else so they may have to think about it and articulate it in a slightly different way.

Depending on the type of task I think that sometimes more able pupils would learn most productively together, sharing and developing their more advanced thinking however on other tasks I believe it would be of benefit to all students if groups were combined with a mix of abilities so that more able students can offer support to those who are less able.

Stage four is designed within differentiation by task in mind rather than by outcome. This is where students would participate on their own purposely planned dance activities. This stage would require you to know your class well and would also require pre planning so that you were able to appoint different people to different pre organised activities or tasks. This would also require a certain amount of trust in the students as they would have to take responsibility for much of their own learning as if there are lots of different tasks being done as the teacher you would not be able to work with all groups all the time. This fits in well with Mosston’s spectrum where student are taking personal responsibility for the work that they do.

 One other area that this article covers which is very relevant to my research is the benefits in using props and visual aids within a dance class. Automatically having something visual can promote fun and spark off new thoughts and ways of moving without feeling inhibited.

I feel this article has been of benefit to me and would be useful to other teachers also, its well presented with use of pictures and colour and so grabs your attention straight away and uses short to the point sentences to keep information concise but informative. Although it does not mention any specific theories in differentiation and learning and teaching styles it certainly crosses paths with some of the theories i have already encountered.