1

A response to:

‘An investigation into the needs of schools in relation

to dance development and the potential for similar

delivery mechanisms as used by music services to be

applied to enabling provision, and how the

development of ArtsMark and ArtsAward can support

this.’

June 2015

Dr Frankie Williams

Di Downing

Gill Biscomb

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Contents Introduction ............................................................................................................................................ 4

Chapter 1 - The last 50 years .................................................................................................................. 6

Dance Animateur Network 1984 - 1997 ............................................................................................. 7

Dance in the National Curriculum ....................................................................................................... 8

Professional dance companies............................................................................................................ 8

Community dance ............................................................................................................................... 9

Dance Festival ................................................................................................................................... 10

Arts Unit of Cambridgeshire Libraries and Information Service 1991 .............................................. 11

The Millenium - 2000 ........................................................................................................................ 11

Cambridgeshire Culture .................................................................................................................... 12

Vision for Dance – Cambridgeshire Culture (2010) .......................................................................... 13

Chapter 2 - The present ....................................................................................................................... 17

Popularity of Dance ........................................................................................................................... 17

Schools and the New National Curriculum ....................................................................................... 18

Dance schools in the community ...................................................................................................... 20

Health and safety/ Safeguarding ...................................................................................................... 20

Arts Mark/ Arts Award/ Exams ......................................................................................................... 21

Progression ....................................................................................................................................... 22

Chapter 3 - Areas for the Music Service to consider further - The Future? ......................................... 24

What is needed to facilitate and deliver dance across all age groups? ............................................ 24

Training ............................................................................................................................................. 24

Delivery of National Curriculum requirements ................................................................................. 26

Projects ............................................................................................................................................. 27

Resource and information ................................................................................................................ 27

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Health Agenda ................................................................................................................................... 27

Appendix A - National Curriculum - Physical Education ..................................................................... 32

Key stage 1 ........................................................................................................................................ 32

Key stage 2 ........................................................................................................................................ 32

Key stage 3 ........................................................................................................................................ 33

Key stage 4 ........................................................................................................................................ 33

Appendix B. Primary Schools, Cambridgeshire – Dance ....................................................................... 35

Appendix C – Local Dance courses / Schools ........................................................................................ 36

Appendix D Cambridgeshire Contemporary Choreographic Festival ................................................... 38

Acknowledgements ............................................................................................................................... 39

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Introduction

It seems relevant to review the situation of Dance in Cambridgeshire at a time when

the profession is bemoaning the small numbers of British dancers gaining admission

to leading professional dance companies and many schools delivering little or no

dance in the curriculum.

In discussion with the Head of the Music Service it was agreed that the report would

focus on how the service might develop dance, rather than the views of schools, as

there is no representative view for them at present.

This report is presented in three parts: the first reflects the success of dance in the

county in the past; the second the perceived present situation and the third, ideas for

exploration for the future.

The Music Service delivers whole class music teaching generally at KS2 in primary

schools alongside some group teaching and classroom curriculum teaching. It also

provides signposts to other organisations and teachers for those who want more –

this is generally paid for by parents/carers. The Music Service also provides other

resources such as training, Arts Awards, examination centres, gala concerts, music

schools, workshops and events with professional organisations such as the Royal

Philharmonic Orchestra and Grand Union Orchestra. The Music Hub also supports

a large number of projects ranging from school events to large gatherings for singing

festivals and from composing to folk, jazz and specialist music days.

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Many music services across the country have embraced titles such as Performing

Arts, Arts, Arts and Culture Services, so is it time for the Music Service to consider if

there are other areas it can serve? The Service has already embraced dance in its

collaboration in 2010/11 with Cambridgeshire Culture and joint dance projects with

the County Youth Orchestra in the past. Following the success of these projects a

time limited part time dance co-ordinator post was set up in partnership with Dance

East which has now ended. The County has also retained a PE adviser who works

within the central provision (with a health and safety brief).

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Chapter 1 - The last 50 years

It might be helpful to look at some of the history of the teaching of dance in the area.

In the 1960s schools in Cambridgeshire and the former Huntingdonshire and

Peterborough produced excellent work in dance which had been recognised

nationally. There was an Advisor for PE and Dance. Advisory work in dance in the

county was based on Rudolf Laban's theories on movement. ('Effort' Laban &

Lawrence, published by Macdonald & Evans 1947). Modern dance forms in

professional dance began in the United States of America in the 1920s when Isadora

Duncan introduced new ideas to the world of ballet and Martha Graham followed this

in the 1940s. At this time Rudolf Laban began his study of movement as an art form.

Laban came to England in the early 1940s and in the 50s began to work with

Colleges of Education to train teachers of dance using his theories on the whole

range of body movement. These were under four headings: The Body; Effort; Space

and Shape; Relationships. The intention was not to produce performances, but to

develop the children's creativity and an understanding of what the body could do.

The ideas were passed on to primary schools through demonstration lessons and

courses. The teachers were often not dancers, or trained in physical education, but

were excellent teachers and interested in a wide range of creative arts. Their skills

were recognised in 1965 in a DES publication (Movement: Physical Education in the

Primary Years; Dept of Education and Science. London HMSO 1972). Examples

from Cambridgeshire were taken from: Milton Road Infants; Shirley Infants;

Brampton Junior; Thongsley Infants; Werrington Infants; Eynesbury C of E Primary

and Upwood Primary. Since the 1960s there have been many examples in the

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county of excellent work in dance, particularly in secondary education where schools

have been able to recruit specialist teachers.

Dance Animateur Network 1984 - 1997

The Dance Animateur Network was a national organisation set up to provide quality

dance provision for education in schools and in the community. An important role

was to host dance courses for dance teachers and animateurs with an emphasis on

delivering and encouraging dance in the community, to non dancers and trained

individuals. The animateur was usually a dancer who had worked within dance and

was respected for their knowledge of dance technique and the dance industry.

The dance animateur for Peterborough and Cambridgeshire was based at the

Education Development Centre, Westwood, Peterborough. Part of the role of the

animateur was to extend the dance programme in Peterborough and the surrounding

area, providing dance skills based workshops and InService support for teachers.

This included sessions for nursery children, primary schools, secondary schools,

special education establishments and the community in general.

Priority areas for development included youth dance, boys’ dance, mime, multi-

cultural dance and work within the area of special needs working closely with

SHAPE East promoting arts for Special Needs Groups

The animateur post was funded by Peterborough City Council, Cambridgeshire

County Council, Peterborough Arts Council and the Regional Arts Board.

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Dance in the National Curriculum

The main role of the dance animateur was to have an in depth knowledge of the

current national curriculum for dance, deliver and understand the practical needs of

the local schools and colleges, and make schools aware of the support available in

order for them to deliver dance that covered the national curriculum fully, without any

additional pressure on teachers at Key stage 1,2 3 and 4. This was achieved by the

animateur working within the schools giving workshops and InService training, and

working in collaboration with the Local Education Authority and Inspector for PE.

A written resource pack was also available at the end of the course to encourage

and support teachers with their future delivery. This included lesson plans,

differentiation format, cross curriculum stimuli, music ideas, working with musicians,

further development and feedback forms.

Professional dance companies

Professional dance companies were commissioned to work in schools and colleges

within the area to give an insight into the world of professional dance and to

encourage audience development in the young. Some of the professional dance

companies that worked in the schools in Peterborough were:

Adzido (African dance ensemble)

Retina Dance company

Dundee Rep

Adventure in Motion Pictures

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Cholmondleys

Featherstones

Jiving Lindy Hoppers

Podillya Russian dance and music ensemble

DV8

CandoCo

Transitions

Wayne McGregor

Phoenix Dance Company

The most effective way of delivering dance in schools was for the animateur, dance

worker or professional dance company member to teach the children directly. This

gave them the full, creative, quality experience of dance that is needed to encourage

further participation and raise awareness of contemporary dance.

Community dance

Under the umbrella of Peterborough Arts Council the animateur hosted two Dance

and Mime Seasons each year inviting professional companies to teach and perform

in the community. Numbers of people taking part in dance activity increased by 80%

and four new Youth Dance Groups were initiated in the first year. (1986)

Due to the increased workload and popularity of dance a professional dance

company was initiated. Take Two Dance Company was a company of professional

dancers from the local area. Its role was to assist the animateur with her workload

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and deliver dance-in-education experience giving workshops, InService courses and

performance for all age groups. Performances in Peterborough and at the Traverse

Theatre in Edinburgh were very successful, with a specially commissioned piece

based on the classic tale 'The Little Prince' choreographed by Frank McConnell and

funded by the Eastern Arts Board.

Regular weekly dance classes were held throughout Peterborough and

Cambridgeshire for children, youth and adults to encourage practical participation

and inspire new dance audiences. Many workshops and dance residencies with

professional dance companies were arranged ranging from 3 day workshops to 2

week residencies. A proportion of the annual funding was allocated to keeping

charges for these events affordable to lower paid families and people on benefits.

The aim of the above was to bridge the gap between the community groups and

clubs, schools and the professional dance industry firmly enforcing that 'dance is for

all!'

Dance Festival

An annual dance festival was held each year to provide a dance showcase for local

groups, schools and professional companies. Over 150 dancers performed at the

Key Theatre and The Cresset in Peterborough. (Numbers had to be restricted due

to the size of the venue and dressing room allocation!) This event was always well

supported, boasting a full house each night.

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Arts Unit of Cambridgeshire Libraries and Information Service 1991

In October 1991 the Arts Unit of Cambridgeshire Libraries and Information Service

ran an Arts Festival which was called ‘Murder in the Library’. As part of this festival a

musical extravaganza of Crime and Detection was presented at the Corn Exchange

in Cambridge. This included original work by City of Ely College, Linton Village

College, Long Road Sixth Form college, Milton Road Junior School, Parkside

Community College and Sawtry Village College.

A professional orchestra performed the orchestral pieces. Patrick Gowers, the

composer of the music for Granada TV’s Sherlock Holmes created a suite of music

which featured his daughter Kathy Gowers as solo violinist. Edward Hardwicke (Dr

Watson in the Granada TV series) acted as the compere. Peterborough Dance

project provided dance of a high professional standard for the evening. HRH the

Prince Edward attended the performance.

The Millenium - 2000

On 21st March 2000 dance students from Impington Village College, Cambridge

gave a sample of life in Cambridgeshire from: ‘the mists, winds and waters of the

marshes through the medieval monastic buildings of worship and learning to the

silicon fen of the present and into the future’

This was part of a national project called ‘Our Town Story’ held at the Millenium

Dome in London as part of the Millenium festivities sponsored by McDonalds.

Impington Village College had an enviable dance curriculum and many of their

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students have gone on to be professional dancers and dance teachers. A number of

them are now back working in dance in Cambridgeshire.

Cambridgeshire Culture

In 2009 an initiative 'Cambridgeshire Culture' began to focus on the arts, and dance

had its place alongside music, art and drama. Schools signing up to the project

were committed to providing opportunities to take part in one or more of these.

Those who wanted to be involved included Early Years providers as well as Primary,

Secondary and Special schools. In 2011 two performances of dance were arranged

as part of the Cambridgeshire Culture programme with support from Dance East.

This included a production by the Castle Special School, Cambridge based on the

holocaust. The students' thoughts and the development of the dance were

described in the Cambridgeshire Culture publication 'Dance - Cambridgeshire',

published in 2011. In this there are features from primary schools too, describing

themes and dance forms, ranging from May Day, working with partners and the

variety of dance forms on offer including modern jazz, traditional country dance and

Indian dance.

The Cambridgeshire ‘Vision for Dance’ was compiled in 2010/11 by the

Cambridgeshire Dance Development Group, working in conjunction with the County

Advisory Service, School Sport Partnerships, Sports Colleges, DanceEast and other

providers as part of the Cambridgeshire Culture programme..

In its 2011 publication it asks ‘Why Dance?’ and suggests that dance provides

achievement, enjoyment, opportunities to work with others, healthy exercise and new

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skills, challenge and confidence. Its aims were that young people Watch, Take Part

and Delve Deeper and that dance is developed further through co-operation with a

range of partners.

The Vision was: -

'that each child and young person growing up in Cambridgeshire, wherever they live and whatever their circumstances, will have opportunities to experience a range of high quality dance activities, both as participants and as an ‘audience’.

Vision for Dance – Cambridgeshire Culture (2010)

We believe that Dance in Cambridgeshire will have a positive impact on children and

young people’s lives.

Our aim is that young people:

Watch – we want to:

Introduce young people to quality dance performances

Experience a range of performances formats and venues

Learn about putting on high quality performances and celebrate performances in

schools

Take Part – we want to:

Create a school environment where all staff value and support dance activity

Work in safe, clean dance environments

Teach young people about healthy dance practice

Explore young peoples’ creativity through dance

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Encourage teachers and leaders to participate in CPD to update their skills and

knowledge and ensure thy are appropriately skilled when delivering in schools

Make links with other schools, out of school dance providers and organisations

Provide support for all who want to dance and progressive pathways, where

appropriate, for talented dancers

Encourage young people to take part socially as well as take on a variety of roles,

including that of leader

Delve Deeper - we want to:

Encourage ambition and aspiration in dance

Encourage young people to continue to explore dance outside the curriculum

Encourage young people to understand the many connections in dance forms and

explore the cultural heritage of dance

Where appropriate, provide information about dance organisations and companies

that can offer routes into dance careers including performing, management and other

roles.

In October 2010 the Vision for Dance was launched at Hinchingbrooke Performing

Arts Centre in Huntingdon with a variety of dance genres including: - Molly dancing

by Ramsey Junior School; a joint performance by Longsands Academy with the

Cambridgeshire County Youth Orchestra; Highfield School and The Lantern Dance

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Theatre Company; Dance Offensive, a company offering free training for young

people including young offenders; Huntingdon Regional College and Stageworks;

Hinchingbrooke School working with a dance troupe of Masai Warriors; and Castle

Special School.

The Vision for Dance as seen above still stands as robust and appropriate.

Dance is accepted as an important creative part of the curriculum in some, but a

minority of schools.

A survey was undertaken in 2011 by Cambridgeshire Culture regarding arts

provision in their schools. Over 130 schools participated. The sample was skewed

in the sense that those who participated wanted to be involved and were sympathetic

to the Arts as a whole. The list that follows gives examples of schools’ comments on

dance provision in their schools:

Whole staff Dance Training

Dance Clubs

School based dance projects and performances

Watching professional dances or company and audience participation

Learn from an expert practitioner

Use a good sound system for Hall to use for dance

Use of specialist dance teachers

Participate in a quality dance performance

Dance workshop once a year at local Secondary School

Scholarships to Dance East

School focus on India - the children worked with a male Bhangra dancer and his

troupe.

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Dance teacher on permanent staff working with all pupils

Progression routes to other experts

Local Fen Dances- Maypole, Molly, Straw Bear etc

Collaborations with local Dance Schools

Aware of local Dance Schools – refer pupils with interest or emerging talent

Visiting performers such as break dancers

Dance in school productions

Links with Secondary Schools/ Primary Schools/ Special Schools.

Work with external partners

Extended schools provision has provided opportunities for students to gain Arts

Awards

Arts Festivals with other schools/ companies

Artist (dance) residencies

Annual showcases run by dance schools

African workshops in Dance and music

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Chapter 2 - The present

Popularity of Dance

UK dance culture is diverse and dynamic. It ranges in style from Ballet to Street, Hip

Hop to Contemporary, and South Asian to Folk.

Strictly Come Dancing – (this year’s winner trained at Bodyworks Cambridge) - has

become a hugely popular programme. 2015 is the BBC Year of Song and Dance,

and a new programme, BBC Young Dancer of the Year, in the format of BBC Young

Musician of the Year has been launched.

Boys and Dance (Billy Elliot, Matthew Bourne, Ballet Boyz) and London and US

shows (Top Hat; Dance Shoes; American in Paris) abound and there are many

cinema screenings across the country of dance and ballet.

There is a lot of press coverage on all of the above and also expressions of concern

regarding quality of contemporary dance training and standards in the UK – UK

dancers ‘consistently outclassed by fitter stronger and more versatile’ dancers

trained internationally (Hofesh Schechter 10 April 2015 – BBC News).

‘Move it or lose it’ – Barbara Newham in Country Life on 22nd April 2015 wrote:

‘Robin Howard established a charitable trust to support contemporary dance in

Britain, resulting in The Place. Contemporary dance was originally led by Robert

Cohan from Martha Graham’s company. To celebrate Cohan’s 90th birthday The

Place staged a gala which many ex-students attended including Richard Alston,

Siobhan Davies, Darsham Singh Buller, Celeste Dandeller and Kenneth Tharp.

Contemporary dance is well established. However, in a joint statement with Lloyd

Newson, the director of DV8 Physical Theatre, Mr Uban and Mr Shechter

complained recently that contemporary dancers trained in the UK lack technique,

discipline and strength. Mr Khan called current training ‘an obstacle’ for potential

professionals; of the 51 dancers he has employed since 2000, only four were UK

trained. If these men are right – they speak from experience, but the relevant dance

schools dispute their claims – they indicate dangerous failings that could change the

nature of British dance yet again’

Akram Khan and Lloyd Newson added observation of ‘declining standards’ at UK

auditions. Khan will not take UK graduates, he waits until they have experience

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sometimes losing some. There is a gap in contemporary training. There is no

provision locally for advanced contemporary classes.

Schools and the New National Curriculum

State schools vary widely in the way or indeed whether they offer dance in the

national curriculum at all. (see Appendix A for National Curriculum)

Dance is not a core subject – some schools have an Arts policy. Schools can

purchase tuition from anywhere they like – in Academies and free schools teachers

do not need to be qualified. Quality may be an issue now budgets are delegated to

schools. There do not appear to be any quality checks in place to monitor this.

Some schools have teamed up with local private dance schools eg Comberton

Academy and Body Works; Highfield Special and Octagon Dance in Ely: Ernulf and

Longsands Academy and Stageworks.

See Appendix B for a list of examples of where local primary schools mention dance

in their curriculum statements.

The PE Adviser has produced schemes of work for PE and Dance costing £200

which can be purchased by schools. The part time dance co-ordinator post set up in

partnership with Dance East and Cambridgeshire Culture led dance development

and many high profile projects including:

Jazz and Dance RPO

Bicycle Ballet and Beats

Moving Up Project (transition music and dance)

Dance and Junk Percussion Day

Full English 6th form dance project

Maypole Dance project

Training courses for teachers

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This post has now ended.

Dance is rarely mentioned in Ofsted reports and the perception in schools of the lack

of importance of dance is influenced by this.

The research project undertook interviews with a number of dance practitioners in

Cambridgeshire whose views are reflected below:

The value of learning to dance gives people freedom and the chance to express and

to know themselves in different ways eg limitations, strengths, potential and

confidence. They can also discover and express what they feel about themselves eg

arrogance, fear, loneliness, happiness. It is disciplined, hard physically and

emotionally, but can lead to great rewards. It brings a sense of belonging and can

result in raised self-confidence and self-esteem.

Being given the opportunity to experience dance and movement is invaluable. Most

broadly, movement gives the opportunity to understand the body, how it works, what

its capable of, how to gather and process sensation, how to express oneself, how to

communicate, how to develop qualities of movement that developed with a wider

range of movement allow one to be more fully and richly in the world.

Dance offers essential physical and cognitive skills around development of

proprioception, spatial orientation, neuro-physical development, sensory awareness,

mental agility, development of musculature and strength, energy and vitality. Our

musculature, body organs - including the brain and skin - grow as a result of our

body moving - without we cannot develop. Our sense of self happens in the body.

Our bodies house our every experience and as such must be nourished, excited and

returned to again and again - the body must be used as a resource and as an

anchor.

Dance is a health tonic. Movement releases, expresses, delights, connects.

For the very youngest children movement is essential in helping them understand

connection and relationship with others, boundaries and parameters. Movement

helps place them in the world - understanding differences and similarities in reality,

location, dimension and narratives.

It is important for dance to be offered to everyone: children and older people.

Experts need to deliver high quality tuition to all levels and for all needs – children

can be ‘switched off’ when the teaching is not good enough. There is a real need for

high level teaching for the gifted and talented. An example was finding six boys,

developing them and from the challenge, winning a national award twice. This would

20

have been thought to be very unlikely, given their history, but succeeded. The focus

and techniques must be relevant to the age and stage of the students.

Dance is also a wonderful opportunity for working with children who are struggling

with academic and cognitive learning- it is a way of delivering information in a

visceral and direct fashion, and it has got to be fun. It must never be used to

embarrass, to judge ability, or to deliver media fuelled concepts of dance. Dance

should be delivered by confident, careful and competent adults.

Dance schools in the community

There are many professional and community dance organisations in

Cambridgeshire, who work with children and young people and offer opportunities for

participation in dance activities. Examples of these opportunities can be seen in

Appendix C.

Health and safety/ Safeguarding

Cambridgeshire County Council still employs a PE adviser for Health and Safety.

Safeguarding training and DBS checks are required for all staff. All schools must

have a safeguarding and health and safety policy.

All those teaching dance with young people or vulnerable adults should have an

enhanced DBS. It is not known whether this is monitored.

Although delivered (in most schools) under the title PE, dance is a specialist art form.

Some school teachers are reluctant to teach dance and have difficulty in preparing

and delivering the sessions. There can also be spatial issues that prevent the

smooth running of the session. There needs to be a clear, clean and hazard free

area that is well ventilated and at the correct temperature. The children need to

21

change into their PE kit or clothing appropriate for a movement based activity. It is

not always convenient for this to happen in the main hall of some schools due to the

regular timetable of the school day e.g. : lunchtimes. Barefoot work is always

encouraged for creative dance participation.

It is unfair to ask school teachers to teach this subject without adequate training

which is costly and cannot be fully covered with a two day In Service. There are

numerous dance practitioners in the area that are experienced and motivated in the

delivery of dance and are available to take the art form into schools on a regular

basis. However, due to budget restrictions and the apparent perception of the lack of

importance of dance due to Ofsted’s concentration on core subjects, the

opportunities to work with schools are not be as great as they might be.

Arts Mark/ Arts Award/ Exams

GCSE, AS/ A/ IB are available in Cambridgeshire.

Arts Mark – waiting for the new version. In the past there have been a number of

gold and silver awards in the county. However, dance has appeared to be a poor

relation for resources and suitably qualified teachers. The county provided InService

courses for schools on Arts Mark as part of Cambridgeshire Culture but this is no

longer available. From now on there will only be Dance ‘A’ Level which is a great

pity for a large number of students for whom Expressive Arts was an important route.

There is no longer Expressive Arts at Hills Rd Sixth Form College and Impington

Sixth Form have run high quality courses in the past, which will end this year.

22

Arts Award – a number of schools and youth groups offer this. Some schools and

organisations offer training – eg Swavesey and Sawston Academies and The

Bridge.

Progression

Access and progression for pupils depend on effective links between opportunities at

school, area and national levels.

Dance East and other Centres for Advanced Training:- Elmhurst School for Dance,

Birmingham; The Hammond School, Chester; The Royal Ballet School, London;

Tring Park School for the Performing Arts, Herts.

HE/FE Dance schools

For example:-

Central

Trinity Laban

Rambert

Dance City Gateshead, Newcastle

The Place

Royal Ballet School

English National Ballet School

Northern School of Dance, Leeds

Laine Dance School, London

Della Mann

London Studio Centre

Music Services that deliver dance:

23

Brighton dance centre, (www.bhma.org.uk) and Northampton arts service are two

examples of Arts services that include dance. Brighton is a particularly attractive

example.

24

Chapter 3 - Areas for the Music Service to consider further - The

Future?

What is needed to facilitate and deliver dance across all age groups?

Role of Music (Arts?) Service – should the service be expanded?

Role of ArtsEast/ DCMS - satellite / auditions. Should the music service act as an

agent?

Role of Dance East

Role of Venues – Junction; CambridgeLIVE; Arts Theatre

Partnership with Trinity Laban?

Partnership with The Place?

Partnership with Anglia Ruskin University Department of Music and Performing Arts

Role of animateur teachers

Role of private dance schools

Role of professional dancers / companies

Role of HE / FE dance schools

Training

Pool of high quality teachers/trainers

Safeguarding

DBS checks

Quality mark / checks

Arts Mark - new details coming out soon, renewed for September 2015. A key area

for relationships with schools.

Arts Award – some local schools offering training already.

Workshops - residencies

Joint practice development

25

Information session for Headteachers and Governors

A number of organisations offer training for schools, for example:

Youth Dance England has worked with the National Dance Teachers Association

to develop robust dance training and resources for Key Stage 1 and 2. The

Complete Guide to Primary Dance is a well-developed training programme

delivered through open courses and specially designed programmes for groups of

schools/Local Authorities. It is supported by the specialist publication: Complete

Guide to Primary Dance (Lyn Paine. Human Kinetics). It is a robust and well trialled

professional development programme that is predominantly funded through schools

paying for teachers to attend tailored sessions. They have delivered it in 16 areas

over the past eighteen months and are now planning the next academic year. They

would like to take the work into areas of need where there is a demand for this kind

of intervention and support.

The county adviser for PE is already approaching schools with a local scheme for

dance training and delivery using PE Pupil Premium monies, so it would be essential

to co-ordinate any partnership with Youth Dance England carefully. Dance East

would also need to be approached.

A recent music survey of Primary Schools in Cambridgeshire showed that

Headteachers were very supportive of the arts, but not if they had to pay for them. It

is known that Cambridgeshire schools are poorly funded, but even if they received a

little more they have other priorities at present.

26

Some headteachers however are very positive and passionate about the arts. One

states ‘I like my pupils to experience the same thing as they would do if they were in

a private school’. This school employs a dance specialist who teaches all year

round. The post is funded using money set aside for intervention, The dance

teacher takes the class whilst the class teacher takes out 6 pupils for intervention. A

dance club is run at lunchtime. The dance teacher facilitates dance festivals and

presentations for parents and guardians. She has been in post for two years and is

seen as a very important part of the team and the curriculum. The post is permanent

and is set to continue. The dance teacher does not deliver ‘up skills’ for staff. She is

responsible for planning and assessment as part of her role as dance specialist .

Her salary is at the top of the unqualified teacher scale.

Are sufficient Cambridgeshire primary schools ready to take up an offer of a training

programme involving fees and replacement of staff attending courses? Before

embarking on a nationally led project, would it perhaps be better to set up small local

events, such as the choreography session, the local dance performance events

(such as those involved with Vision for Dance) or, as suggested by a headteacher, a

competitive dance competition – ‘Dance-Off’ for primary schools?

Delivery of National Curriculum requirements

GCSE / A LEVEL / IB etc. (Expressive Arts no longer available)

Assessment

Use of Sports Premium – this area needs further examination

27

Theatre visits

Dance panel

Projects

County Youth dance company 16-19 and infrastructures supporting progression

Open access dance group

SEND dance group

Music and dance collaboration

Dance summer school

Links with professionals/ companies

Young choreographers festival – for example see Appendix D:

Advanced contemporary classes

Set up a Young Choreographers Group and work with Young Composers Network

Resource and information

Opportunities – list of teachers, venues, events, progression pathways

Look at Brighton as a model www.bhma.org.uk and Warrington

www.livewirewarrington.co.uk

Consider running a conference on Dance in association with Anglia Ruskin

University’s Department of Music and Performing Arts

Portable dance floor

Purpose built dance studio needed in Cambridge area for specialist use as a centre

for training.

Using technology to explore ways to extend the reach of dance specialism.

Health Agenda

Health – physical coordination – exercise – links with NHS

Self expression – creativity

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Access

Frequent opportunities for creative work

Self confidence

Range of styles

The Music Service has many years of working with schools and would use that as a

basis for offering a range of services:

NC teaching

After School clubs

Training

Funding advice

Classes for Advanced Contemporary Dance

Links to professional companies

County Youth Dance groups

Choreography festival and Young Choreographers Network

Information

Projects – could offer a Dance Extravaganza based on the successful template of

the Music Extravaganza presented at Wood Green in May 2015.

Performance opportunities and sharing

Early Years classes

Find the exceptional teachers and pupils.

Dance Therapy (the county has a strong music therapy team)

Dance practitioners made a number of observations and suggestions, some of

which follow:

It is essential to find Headteachers who see the potential for the pupils/students in

developing dance alongside music and drama. This provides a possible career path

for those wanting to get into theatre. Without the vision of the Head it is difficult for

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teachers to have the time and financial backing for development. Perhaps some

meetings for Headteachers would be helpful.

It would be important to establish and maintain a central network of Dance

practitioners in the area. Quality is always an issue, so a Dance Hub could

coordinate and assess the level of quality and availability of teachers in the area.

Some children are being encouraged to have extra lessons when they are not as

talented as they are led to believe. There is a need for a Youth Dance Group and

there is no provision for advanced level contemporary dance.

There needs to be more publicity available with regard to dance training , classes

and workshops.

Students need help and guidance when pursuing further dance training. Help and

guidance is needed on how to obtain funding or financial assistance for future

projects and training.

Would not see working in schools as the right way forward. After school models in

partnership with good dance trainers seem to work (eg Comberton and Body Works).

To explore ideas put forward here it is suggested that a panel be formed to review

the Vision for Dance plan and explore how it might be implemented further. As

stated above the Cambridgeshire Culture ‘Vision for Dance’ is still seen as robust

and appropriate. To start with it may be practical to design one or two projects, such

as the Choreography Festival, to gain interest and raise the profile.

The membership of the panel might include partners from:

Dance East

The Bridge

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Anglia Ruskin University Department of Music and Performing Arts

Trinity Laban (examinations for Arts performance in schools)

The Place – (Kenneth Tharp, the principal, is an ex-Cambridgeshire student)

Local Dance Teachers / leaders

Music Hub members

Venues / Cambridge Live/ The Junction

NHS with regard to the Health agenda

Local Authoity PE Adviser.

A Dance Therapy consultant

Headteachers no longer appear to have a truly representative group so that it may

be best to approach them after some ideas have been crystallised. Also it may be

sensible to work with headteachers who are committed to Music and Dance to start

with. A decision would need to be made internally with reference to others within the

Local Authority as to whether there are any personnel who should be invited, the

Schools Sports partnership included.

The model of the Young Composers Network (YCN) has created an impressive pool

of composers of high quality who have performed well above their weight and have

impressed a wide audience locally and nationally. It may be possible to create a

Young Choreographers Group. One of the Young Composers has already created a

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full length ballet and worked with a local dance group, taking it to the Edimbugh

Fringe. In Autumn 2015 the YCN hopes to present a piece in partnership with a

young dancer/ choreographer; perhaps this could kickstart the new dance forum.

From that good small example one can work to further opportunities for ALL children

in our schools and beyond.

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Appendix A - National Curriculum - Physical Education

Schools are not required by law to teach the example content in [square brackets].

Subject content

Key stage 1

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils should be taught to:

master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

participate in team games, developing simple tactics for attacking and defending

perform dances using simple movement patterns

Key stage 2

Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils should be taught to:

use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton,

basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

perform dances using a range of movement patterns

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take part in outdoor and adventurous activity challenges both individually and within a team

compare their performances with previous ones and demonstrate improvement to achieve their personal best

Key stage 3

Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.

Pupils should be taught to:

through team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis]

e their performance in other competitive sports [for example, athletics and gymnastics]

perform dances using advanced dance techniques within a range of dance styles and forms

and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group

improvement to achieve their personal best

links or sports clubs.

Key stage 4

Pupils should tackle complex and demanding physical activities. They should get

involved in a range of activities that develops personal fitness and promotes an

active, healthy lifestyle.

Pupils should be taught to:

team and individual games [for example, badminton, basketball, cricket, football,

hockey, netball, rounders, rugby and tennis]

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sports,[for example, athletics and gymnastics], or other physical activities

[for example, dance]

d adventurous activities in a range of environments

which present intellectual and physical challenges and which encourage pupils to

work in a team, building on trust and developing skills to solve problems, either

individually or as a group

eir performances compared to previous ones and demonstrate

improvement across a range of physical activities to achieve their personal best

through community links or sports clubs.

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Appendix B. Primary Schools, Cambridgeshire – Dance

The following list is a sample of schools who include dance on their websites The activities described, as well as regular provision, include dance linked to themes, dance festivals, dance clubs and working with a dance specialist. The list covers schools from all parts of the county. Schools highlighted include dance in their curriculum plans often linked to themes.

Alconbury Primary Barrington Primary -whole school dance provision Bassingbourn Primary - employs dance specialist Bourn Primary - employs dance specialist Buckden Primary Burwell Village College Primary Cherry Hinton Junior Cottenham Primary Crosshall Infants Folksworth Primary Fordham Primary Fourfields Primary Foxton Primary Fulbourn Primary whole school dance provision Godmanchester Primary Great Staughton Primary

Guilden Morden Primary Haslingfield Primary Hauxton Primary Histon Early Years Centre Histon Junior Holme Primary Leverington Primary -music, dance & drama Littleport Primary Meldreth Primary- employs specialist primary PE teacher Pendragon Primary Ridgefield Primary - used BBC 10 Pieces to select music and create dances Somersham Primary St John's Primary The Grove Primary William Westley Primary -dance across all year groups

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Appendix C – Local Dance courses / Schools

(this is not an exhaustive list)

AJS Dance Academy St Neots

Alan Doyle Dance School Cambridge

April Burgess Martin School of Ballet Swavesey

Basedance

Bourn ballet school

Bodywork Dance Studios Cambridge

Cindian Dance Cambridge

CJ’s School of Ballroom Arbury

Colours of Dance Histon Rd Cambridge

Creative Movements Class Cambridge

Dance Dedication Sawston

Dance Matters Bassingbourn

DediKated Netherhall Sports Centre

Eden Dance Chesterton Community Collete

Emma Collins School of Irish Dance Cherry Hinton

Fantazie Dance St Neots

Gail Henry School of Dance Hardwick

Helene Jones School of Theatre Dance Milton

Jandor School of Dancing Netherhall

Jigsaw Dance Stretham

Jill Bridger School of Dance St Ives

June’s school of Dancing for Adults Fen Drayton

King Slocombe School of Dance Cambridge

Lane Academy Sawston

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MB Academy of Dance Cherry Hinton

New Road Studios St Ives

Norma Terry Dance

Octagon Studios Ely

Riverside Company St Neots

Rosewood Dace Academy Ely

Samara Ballet School Burwell

Sanskruti School of Dance Cambridge

Splitz Theatre Artz Fulbourn

Stagecoach Various Locations

Stagework Studios Buckden

Stardust Kelsey Kerridge

Stargazers Youth Huntingdon

Theatretrain Various Locations

Wendy Burke School of Dance Huntingdon

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Appendix D Cambridgeshire Contemporary Choreographic Festival

Cambridgeshire Contemporary Choreographic Festival

(non competitive)

Venue: TBC

Date: TBC

Time: TBC

Fee: ????? per student

Aim: To encourage dance students with an interest in, and a talent for

choreography to further develop their experience and appreciate the art of

contemporary dance. Bringing young choreographers together to share their

understanding of dance making and to have fun with dance technique.

An invitation will be sent to secondary schools throughout the Cambridgeshire area

asking dance teachers/PE teachers ( depending on where dance is situated

in the timetable) to put forward the names of potential students who have a talent for

contemporary choreography.

The student would then be asked to choreograph a short solo/duo/group piece, this

could be a piece they have already choreographed for GCSE/A Level Dance (max 5

mins) or a new works to be danced either by themselves or by fellow students. The

piece would be performed at the ..?????................., in Cambridge ? as part of the

Cambridgeshire Choreographic Festival.

Places for the day are limited so please book early to avoid disappointment.

This non competitive festival will include a day of dance, beginning with a technique

class followed by choreographic workshops working with professional dance

artists/choreographers giving advice on contemporary technique, structure, themes,

music ideas, feedback etc.

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The day will culminate in an evening performance of the students work. All the

young choreographers will have the opportunity to watch each others dance piece to

raise awareness, appreciation and also receive constructive feedback on their own

work from the professionals present.

Acknowledgements

Gill Biscomb

Di Downing

Stephanie Franklin

Amy Holly

Ena MacGregor

Filipa Pereira Stubbs

Jack Stinton

Lin Hetherington

Carol Gronow

Lesley Birch

Janice Parker

Susan Brown

Cambridgeshire Culture

Dance East

Anglia Ruskin University

Vision for Dance (2010) - Cambridge Culture Dance Development Group: -

Carol Gronow; Anastasia Castiglione; Cheryl Bennett; David Minchin; Diane Baker;

Di Gunn; Lesley Birch; Joanne Gray; Jonathan Rogers; Tracy William Griffiths; Amy

Holly; Lisa Gregory; Steph Franklin; Sarah Potter; Paul Sadot; Lucy Hegarty;

Michelle Trewin

All schools mentioned

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Others who wished to remain anonymous