music to help encourage them . I planned creative tasks to give the girls ownership of parts which they responded really well too .”
Recognising the different start points of individuals is important , as one dance artist highlighted one participant can be energetic and encouraging to others , whilst others will be shy and self-conscious having to really push themselves just to take part and overcome their fears . Once momentum builds the same individuals are encouraged to join their peers , firstly to perform to each other and further into the project they will have the chance to perform to an audience .
Outcome 2
Demonstrate increased skills 94 %
Gained accreditation , learning or skills
76 %
To understand dance and drama as social interventions , we need to first appreciate the benefits of their form . Research shows that dance is effective in developing both personal and physical skills . Using the acronym BATSE , dance develops :
Body – using different parts of the body , initiation , body shapes , body systems and connecting with the inner self .
Action – non-locomotor ( axial ) and locomotor ( travelling ) movements .
Space – moving through space of varying size , level , place orientation , pathway , and relationship .
Time – moving in time which can be metered , free rhythm , clock time and in different timing relationships .
Energy – using energy with a varied level of attack , weight , flow , and quality . 20