Contact for further information:
Clare Mellish Adviser for Dance Hertfordshire Development Centre Tel: 01582 830224 Email: clare.mellish @hertscc.gov.uk
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10 Most Frequently Asked Questions

QUESTION ONE

"The teachers in our school/department lack confidence and experience in teaching dance. We are not really sure what to do to develop dance more fully within our school."

ANSWER

The whole school should plan school based in-service training to enable teachers to update their knowledge and understanding. Identify which areas are essential to your current needs and should form the focus of your training e.g.

(i) How to teach/ structure an appropriate lesson.
(ii) How to produce a class performance piece/dance.
(iii) Practical ideas/units of work.
(iv) Using and developing a range of teaching resources.
(v) Assessment.
(vi) How to fulfil the requirements of the National Curriculum.
(vii) Using ICT to enhance the delivery of a dance curriculum.
(viii) Dance ideas/unit of work inspired by different cultures etc.

QUESTION TWO

"We do not have any resources available in the school to teach dance. Where do we start?"

ANSWER

The school should develop its own resource base for teaching dance. Resources should be stored centrally within the school and should be accessible to all staff.

• See list of dance resources held centrally at Hertfordshire Development Centre.
• Consider membership of the County Dance Teachers Association.

QUESTION THREE

"Can you suggest music suitable for use in the dance classroom?"

ANSWER

• See music resources listings
• Pupils enjoy working with music that is familiar, so look out for appropriate compilations used in commercials and television
• Film soundtracks are, by their nature, very atmospheric and therefore extremely useful in dance
• Sound effects compilations are also a useful resource for themed accompaniment.

QUESTION FOUR

"What is the best type of stimulus to use for starting dance activities?"

ANSWER

It is essential that pupils experience a wide range of stimuli including examples from each of the following areas:

(i) Auditory e.g. percussion, recorded music, sound effects, stories etc.
(ii) Tactile e.g. contrasting fabrics, shapes etc.
(iii) Themed e.g. festivals, environment etc.
(iv) Visual e.g. paintings, photographs, sculpture etc.
(v) Kinaesthetic/movement-based e.g. stretch and curl, jumps.

QUESTION FIVE

"Is it acceptable for the pupils to wear trainers for dance?"

ANSWER

Trainers should only be worn for high impact work in dance. The rest of the time both the teacher and pupils need to be working barefoot.

Please ensure that the floor is clean, dry and safe for barefoot work; 'weeping' verrucas should be covered with a plaster!

QUESTION SIX

"What is a Dance Motif?"

ANSWER

A dance motif consists of three or four movements linked together smoothly to create a sequence that actually symbolises or communicates an idea or feeling. For example, you could create a motif to symbolise the movements of a cat or an emotion e.g. anger. One motif can be developed in many different ways so it is similar to the original e.g. changing the order of the movements in the motif or varying the speed of the movements etc.

QUESTION SEVEN

"Can you recommend a dance scheme of work/programme that could feed into the QCA Scheme of work?"

ANSWER

• The Top Dance programme provides comprehensive training and resource materials for use at Key Stage 1 and 2. See Top Dance for access details
• The BBC Sportsbank Dance special resource pack is particularly impressive to guide Key Stage 3 curriculum planning, although some department based training might prove useful in complimenting this resource.

QUESTION EIGHT

"How can I motivate the boys in my class? I seem to be constantly battling against negative vibes!"

ANSWER

• This is best answered practically and deserves more time. Book yourself on a specially designed course with me or plan for a school based INSET or cluster INSET to explore ways to tackle the issue!

QUESTION NINE

"I would like to arrange for a dance artist to come into school to deliver a workshop to our pupils. Where do I go?"

ANSWER

High quality dance artists are hard to come by and some of the best are discovered through word of mouth!

• See the list of approved artists working in the Hertfordshire area and located on the Arts Website (although quite limited at present, this is growing daily)
• Contact Suzanne Rider, Arts Education Project Co-ordinator
• Contact me for specific enquiries.

And don't forget to let us know of any artists you have already tried and tested!

QUESTION TEN

"We are interested in starting up GCSE/Post 16 dance as an examination in our school but are quite daunted by the prospect. Who should we talk to?"

ANSWER

• A termly Dance Support Group has been launched for Hertfordshire teachers who are already delivering dance at GCSE or 'A' level or as a component of another examination e.g. Physical Education, Expressive Arts etc. It is also desirable for those wishing to introduce it in the future. See Training & CPD.
• There is, however, no substitute for a school specific consultation session. I have experience of both setting up and delivering dance at GCSE and 'A' level, have moderated GCSE for eight years and examined for the old legacy 'A' level and new AS qualification.

Clare Mellish
Adviser for Dance