Dancing with D'Arts - 10. Performance opportunities and recap

Duration: 5:04

Transcript – Dancing with D'Arts - 10. Performance opportunities and recap

[music playing]

PATRICK: Dancing makes me feel like I can do something. Because I find like sometimes I want to play soccer. Because I love soccer. I want to play sports, but I can't. But dancing I can do. And that makes me really happy.

PHILLIP: Yeah, I enjoy doing a bit of dancing and think it's fun to do a bit of a dance-off with Patrick here. And, yeah, it's fun.

GIRL 1: It feels really cool, I mean, to just collaborate with everyone else and just dancing with them. It's kind of-- it's kind of an unspoken language in another way.

GIRL 2: I really like making up my dances because it's fun. We could also follow someone in front of us and having-- also having someone beside us to help us remember or just think about it in your head.

VIRGINIA FERRIS: And have you danced before?

BOY 1: Yes.


BOY 1: In Schools Spec and-- and I love dancing because happier and fine and proud.

GIRL 2: We used to perform in Deaf festivals and Schools Spectacular 2 times and-- Yeah.

INTERPRETER: Before at my old school, Thomas Pattison School, I sang in the signing choir plus different, at different places around the signing group. Robert Townson High School, I did the same, the drumming group. Yeah, that's about it.

BOY 2: Costumes.

BOY 3: He means-- he was going to say he-- we like wearing some costumes and we can do dancing together and we be friends together. He wants to say that.

BOY 4: When I get older, I just want to be an artist.

GIRL 1: And I want to be a dance-- a singer. And so I could be famous.

LYNDA STEPHENS: Well since we first started with the disability dance workshop, it's just been an incredible experience for all our students. They've really sort of grown in what they're able to do and gotten more confidence in moving their bodies and in dancing in a group. And also they've got an incredible connection together by being in the Schools Spectacular. And also the whole school now looks at the students with disabilities and sees what they can do, which is fantastic.

MICHELLE DAVIES: It's accepting that the students are doing their best for whatever ability it is.

KIM JACKSON: It's exciting because it's their whole sense of, you know, creating an inclusive school where every child is valued in the school. And it's just wonderful. And so the opportunity that's come up with Schools Spectacular and students being able to dance is just a highlight. And it's really nice to have bragging rights and say, 'You know, look at my wonderful children, you know, look at all the wonderful things they can do,' and that's great.

TEACHER: (whispering) What was the dance move?

GIRL 3: Yes.

TEACHER: Do your 'Green fingernails', go! [laughs]

GIRL 3: [giggles]

That's it.

VIRGINIA FERRIS: Some of the things that we need to recap. First of all, the preconceived ideas about what students are able or not able to do. this is ever-changing, and you should allow students to really explore their ways of moving. You need to develop a dance language for students with a disability.

And what works for them, what's current? Don't be afraid to keep up to date with what's out there, not only in the dance industry, but just generally in the popular culture. Don't be afraid to include different abilities, mainstream students, different age groups together for a creative process.

Be supportive. Be courageous. Remember that a dance program is not just about a performance. It's often the process, which is actually more valuable than the outcome itself.

This has only just been a small taste to support your creative ideas. Remember that there's so many things out there for you, lots of stimulus around. So keep your eyes and ears open.

Look out for resources, whether they're technology or even your students. They have so much to offer you. Keep moving.

Keep dancing. Keep exploring dance. There's so many options for you. Good luck.

End of transcript