1 / 9

Dance as a part of everyday life at school - How to turn a project into a permanent practice

Dance as a part of everyday life at school - How to turn a project into a permanent practice. Katri Nirhamo Kedja 2009 Kuopio, Finland. Pääskyvuori school. An elementary school in Turku, a city of 176 000 people in south-west Finland.

flo
Download Presentation

Dance as a part of everyday life at school - How to turn a project into a permanent practice

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Dance as a part of everyday life at school-How to turn a project into a permanent practice Katri Nirhamo Kedja 2009 Kuopio, Finland

  2. Pääskyvuori school • An elementary school in Turku, a city of 176 000 people in south-west Finland. • In the 90`s special classes for physical education and for drama. Today emphazis for p.e., health and dance.

  3. It started as a project… • ”Children, young people and dance in the Nordic countries” 1997-2000. • Sweden (Cecilia Dahlgren), Finland (Eeva Anttila), Norway, Denmark and Iceland. • Schools teaching dance as an artform. • Meetings and come-togethers, a network. • In Pääskyvuori school all pupils participated in danceclasses.

  4. …but turned into everyday practise • School`s own funding and resources. • Dance in curriculum. • Dance periods for all pupils twice a year • Children can choose extra danceclasses in classes 5-6. • Dance appears in school´s special days and occacions. • Visitors from outside of school. • Intergration, co-operation inside the school. • Performing inside and outside of the school. • Children watching professional performances inside and outside of school. • Danceteacher / classteacher works at school every day. • A mutual committment inside the school.

  5. Curriculum? • Dance as a means and as a goal. • Constuctivism, phenomenology. • Bodily knowlege, considering body and mind as one entirety. • ”I dance, we dance, the world dances”. • To create dance and to see dance & talk about it. • Creativity, based on the elements of dance. • Evaluation based on the experiance of the pupil and it´s meaning to the child.

  6. Benefits of practise vs. project • Continuity: - The teacher can start where he/she left the previous year. - Development in skills, creativity, expression and attitude takes time. - Pupils see dance naturally as an artform. - Curriculum based on constructing on what you already have learned. -The teacher gets to know all the classes and pupils. - The teacher gets to develope his / her own teaching. • Committment: - The children, the danceteacher, whole schoolstaff.

  7. The keypoints that made this happen • The Nordic project in the beginning. • Choosing the right school. • Danceteacher working inside the school every day. • Co-operation between the whole staff creates commitment. • Danceteaching is compulsory, regular and goal-directed. • Keeping it in mind: making dance visible in everyday life at school. • Keeping it alive: developing the curriculum and teaching constantly.

  8. Challenges in the future • The lack of resources. • Keeping it alive and kicking. • Balancing between the needs of the boys and the girls. • Nationwide: expand dance as an artform to other schools: -National curriculum -Teacher training -Networks between schools and artists - Dance inside of the school structures: not as an exeption but as a permanent subject

  9. Thank you! To contact: • katri.nirhamo@turku.fi • Pictures: Lassi Nirhamo

More Related