My dissertation will explain the contrast between Dance United Yorkshire and their working methods to helping children with challenging behaviour as well as, Secondary education and the way they work. Showing the pedagogy approaches used through their teaching methods, what works and what doesn’t. These approaches will highlight; home visits, classroom work and dress codes, with an explanation on how secondary education could use the same working methods as Dance United to help reengage children and young people, allowing them to discover their creative skills with the hope the to prevent behavioural and emotional skills. This delivers my views and opinion when dealing with challenging behaviour and I feel this will be beneficial for a job around children and young people. This subject is important to me as from working with both school students and Dance United students I have experienced the impact on behaviour when not dealt with correctly, Dance United have helped me grow with my knowledge on how to deal with any behavioural issues and how all children should be approached with a different manner.
How do secondary schools use creative arts initiatives to support children with emotional and behavioural needs? A critical analysis and comparison of the pedagogic approaches used in Dance United Yorkshire and secondary education systems.
The purpose of my dissertation is to study different approaches within teaching children and young people, whilst comparing Dance United with secondary schools. Exploring the tools used to help young people manage their behavioural needs; what works and what doesn’t. It is highly important that challenging behaviour is dealt with, in a professional matter with care to prevent neglecting emotional and intellectual skills. The challenges posed by young people with behavioural and emotional needs in a school environment are discussed in the government report ‘Every Child Matters.’ The report highlighted “failure to intervene early enough was poor co-ordination; a failure to share information; the absence of anyone with a strong sense of accountability; and frontline workers trying to cope with staff vacancies, poor management and lack of effective training” (Prime Minister, Chief S, 2003). These breakdown points show the example of what not to do, throughout my research with Dance united and secondary education I will be measuring up the pros and cons to each working method.
Dance United Yorkshire is a dance company which delivers high quality of contemporary dance with techniques that help children deal with disengagement; focusing their aims around prisons and marginalised children.”Dance united Yorkshire delivers work that is tough, tightly-focused and highly disciplined: no hiding places, shortcuts, or excuses”(Dance United, 2018). Throughout the process of the projects they regularly remind the young people about the behavioural system in order for them to understand the importance for concentration, the children and young people placed on these projects are often children who lack attendance within school, have a low support networks around them and show signs of challenging behaviour, “residents who live in deprived areas experience about four times the social, environmental and health problems. (e.g. community violence, poor educational achievement)” (Yorkshire Dance, 2018). Dance United take pride in caring for the children, showing their capability to achieve an arts award. Whilst at the same time giving the young people a chance to explore their own creativity, the children are treated fairly; age, height, gender and looks is not something this company is interested in, they show a high passion for the children’s needs and improvement, whereas as secondary schools take pride in the images created for the children.
Secondary education is fundamental when it comes to exams as they rely on the learner’s future; however it limits the young people to having a broad variety of opportunities which could include a future within the arts. “Entry to a university requires a prescribed combination of passes on the GCSE and advanced level in such subjects as English, foreign language, science, and mathematics” (Mightifier, 2018). Secondary education opens doors to fails when it comes to exams as the students are taught through mainstream subjects, causing behavioural needs and disengagement. Fulford School is a secondary school, which demonstrates a good understanding when it comes to performing arts. “We value teamwork and individual responsibility and offer diverse opportunities to develop these skills and attributes in our students. These qualities are promoted through sport, performing arts” (Fulford School, 2018). This statement offers freedom through subjects that attempt to explore the children and young people’s creative side, yet they still limit the subjects and exclude dance from the possibility. “English; Maths; Science; PE; RE; History; Geography; Computing; Music; Drama; Modern Foreign Languages (French and Spanish); Personal Development; Art; Design Technology” (Fulford School, 2018). Dance is a freedom of expression that is known to help calm challenging behaviour; distracting the children from the outside, whilst having the opportunity to create movement.
“Dance helped the young people to manage their stress and cope with difficult situations that they encountered in their day to day lives” (Yorkshire Dance 2018). A dance studio can be known as a safe space for some children as all the judgement is left at the door, everyone in the studio is there ready to explore movement and be creative. Being creative and just focusing on the body gives a fresh opportunity to move away from everything on the outside and just explore your own imagination through movement. DUY use the phrase “The studio is an active space” (Dance United, 2018) so everyone in the studio has no other option but to be professional and creative.
This dissertation will explore a series of ways that the methods Dance united use can be transformed through secondary education to help children and young people discover their creative skills and become re-engaged.
Firstly, pedagogy is an essential point and the relationships between the teachers and the students through the correct teaching techniques that are most beneficial to the learner. “A teachers understanding on the stance in relation to pedagogy is fundamental to informing how and where they position themselves as a professional and (re)frame their vision of education and its future including the types of learning, learners and society that they want to promote as part of that” (Waring and Evans, 2015). Encouraging pedagogy through teaching strategies also opens doors to offer out awards to advertise outstanding achievements.
Announcing an award for high achievements or positive behaviour strengthens the student’s ability to follow on with their success, fractions of the success comes from the bond between the teacher and learner. “Pedagogy, and the way in which you interpret and operationalize it, plays a vital part in all dimensions of your teaching and the extent to which you can constructively shape the answer to the question” (Waring and Evans, 2015). Dance united follows this approach by viewing all students and their ability to try hard, rewarding them with important parts in the performance (positions for other performers to copy movement when in need), helping learners view their own capability. As a company Dance united do not aim for the perfect dancer but perfect engagement, showing that there is no correct way to movement however, there is a correct way to learn and that comes from building a positive relationship with all students. “We expect nothing less than what they can give. Because we know when they exceed their own expectations and that of others, they change” (Nytimes, 2013). Handing out the opportunity for the children and young people to feel determined creates more of a reward when something becomes accomplished, which is delivered through creativity as moments that are challenging appear with many different alternatives, showing nothing is impossible and the same problem can have a variety of solutions. “We are committed to artistic excellence and the highest standards of dance teaching, and through this we will ensure that all those we work with recognise their potential and develop the skills to lead productive, fruitful lives “(Dance United, 2019). This statement shows me the importance of helping the learners grow as a person through their own emotions and physical ability, which is pushing them to discover their own passion for the future.
In contrast to Dance united, secondary education also follows the strategy through pedagogy by delivering techniques that creates the best relationships between teachers and students in order for them to achieve the best of their ability and more. “All are included and work hard to fulfil their potential regardless of background or starting point” (Magnus academy, 2018). Secondary education methods are used through support in mainstream however; they are rewarded with their GCSE’s after exams so it is important for all learners to achieve beyond their intellectual skills. “This can be achieved at Magnus through world class learning, high expectations and through encouraging personal, moral and spiritual development within a Christian framework” (Magnus academy, 2018). Mainstream settings limit the children and young people to their own imagination as there is only one answer when it comes to each question in an exam, this causes some learners to lose their engagement due to restrained boundaries through school. Using these methods also help form trust for the students so that they receive any support needed.
“Dance helped the young people build confidence in their dance abilities and discover what their bodies were capable of doing regardless of their own skills” (Yorkshire Dance 2018). I feel that if secondary education delivered more open classes for the students to explore their own ways to learning that they would encounter more engagement and creativity. Dance united still face obstacles such as challenging behaviour, this shows that the technique used does not bring interest to the young people so it is important to try a variety of methods.
Secondly, throughout all types of education it is important to have the correct training when it comes to discipline, “ensure people working with children are valued, rewarded and trained” (Prime Minister, Chief S, 2003). The correct training offers the accurate support to children in need; being trained to deliver home visits to each student, especially when their education or attendance is poor. Dance United carry out home visits to every young person they work with, giving them an image of their background with the knowledge to understand each individual more. During these home visits DUY ensure the parent/carer is as much involved in the project as the young people by making them aware of the aims and consequences. “Working within a structured and disciplined framework, understand the consequences of their actions and behaviours, take more responsibility when making decisions in their lives, become more motivated to learn, gain skills and develop ambitions and recognise their potential and strive towards more positive futures” (Barnardos, 2018). DUY set out an aim to make sure the children are given the correct support needed to help with their reengagement whilst on the project and back in education or work.
Secondary education delivers home visits when a child shows signs of neglect through their behaviour or fails to attend class on a regular basis, students who have low attendance will receive a home visit. This is to examine the child’s safety, in reason to failing to show interest in their education. “In the first instance a text will be sent to parents/carers to notify them of their child not registering at school that day. This may be followed up with a phone call if there is not a satisfactory reason provided for the child’s absence. In some cases this can result in a home visit taking place in order to check the welfare and safety of a child Magnus academy, 2018). Visits home shows a sign of interest and support, it is highly important to maintain the kindness throughout when dealing with any young person.
Overall, Dance united deliver a fair practice from start to finish showing equality to all learners with home visits before the projects start, with an understanding on the students home lifestyle and attitude, whereas secondary schools offer this support after a child has already shown signs of challenging behaviour. I believe that during the summer holidays, staff from secondary education should contribute to home visits to all students that will newly be joining the school. “There is a focus on much more than the negative behaviour- there is a dedication to improving the lifestyles and therefore the behaviour of the people with whom the work” (Fulton, D 1998). Having a clear understanding of the children and young people’s lifestyle shows compassion from the teachers which is a starting point for a good relationship with respect and trust, with the foundation to having the correct behaviour.
Dance United start all of their projects delivering equality, each session will begin in a circle with everyone seated. This method avoids any signs of authority and power. “Recognise and respect the value of everyone and collaborate success together” (Magnus academy, 2018). Delivering a class with no influence of empowerment creates a calm atmosphere, with the commitment of everyone to sharing their thoughts and ideas about the project and creativity. “Creativity is the greatest gift of human intelligence. The more complex the world becomes the more creative we need to be to meet its challenges” (Robinson, K 2011). Dance united promote opportunities for children and young people to improvise with their own imagination, moving their body in a way that feels right, whist having a minimum of three teachers/ support workers around to encourage their creativity. Having more than one teacher around prevents any child from missing out on opportunities even when a child is being disengaged; a child with challenging behaviour can have the one to one support needed to underline any issues. This happens with no causing affect on anyone else in the active space.
Secondary education delivers their sessions in a classroom of thirty students and one teacher, occasionally a supply, in hope that there are no disruptions to learning. “The classroom teacher is the most important person for any student whilst at school. Teachers should aim to build strong, positive relationships with students, which should act as the foundation for achievement” (Magnus academy, 2018). Having a clear relationship with all students makes them more understanding; however respect is shown when no authority is delivered and only equality in a classroom full of many other students and a teacher. Only having one teacher can be hard when dealing with a child showing challenging behaviour, as it takes away the learning from other students, introducing creativity to mainstream subjects is a way to reengage students and prevent anyone from falling behind. “Creativity is an important concept in education and elsewhere, and it is hard to imagine it being seen as anything other than a positive attribute of individuals and institutions alike” (Fautley and Savage, 2010).
The methods Dance United use during teaching could be contributed into secondary education, starting with adding an extra teacher/ support worker that is based around the class room to offer extra support and becoming aware of any disruptions, before it reaches the rest of the class. Secondary education should also explore creativity through mainstream, to advertise outstanding behaviour following on to increase their confidence, as they have been given the opportunity to turn learning into movement. “Good teaching promotes good behaviour and positive attitude to learning” (Magnus academy, 2018).
I have witnessed on a firsthand account the usefulness to making the young people aware of the timetable that includes set times to all breaks. Dance united deliver five intense weeks that take account of starting at ten and finishing at two with breaks in between, so that the learners only work for a short period of time to prevent any disruptions. “The major achievement of timetable is that everything is planned in advance. All the teachers and students know their jobs as well as the time they are to devote to each activity” (Visionary teacher 2018). Having the children and young people aware of the activities and times, gives them time to process the information as well as the times that it will take for each activity. A description of the timetable puts a stop to some of the disengagement and leads them to the session as there are no surprises. “The timetable places proper persons at their proper places, at the proper time and in the proper manner” (Visionary teacher 2018). During the students lunch break Dance united make a statement to make the children aware of any changes that will happen if necessary, this would include some students going off with a member of staff to work on their arts award which is essential to the project. The students would be set a time limit so they are aware of how long the changes will happen for, once returning back to the studio they would reunite with the rest of the class causing no distractions.
In the same way secondary education hands out timetables to all students so they are aware of their classes for the day, “this is very essential for the all round development of the pupils. This ensures that while the more important subjects and activities get more attention and time, the less important ones are not neglected” (Visionary teacher 2018). These classes are restricted to freedom of creativity as they are based on the importance of that subject and the correct methods to finding the right answer. While this is the case, having a timetable gives the students the opportunity for preparation in advance, this also has the disadvantage of causing challenging behaviour as the children and young people are viewing the same classes all week with no changes. “Our year 7–11 curriculum follows a five year plan, building year on year from Key Stage 2 as student’s progress towards the external GCSE exams” (Magnus academy, 2018). All exams are the same for all students who fall at the same learning criteria so there is no room for exploration or creativity when it comes to studying, this is what the students view when they receive their timetable.
As explained both Dance united and secondary education offer out the chance for the children and young people to explore the timetable for each project or lesson, which gives the children an observation of what to expect. Secondary education restricts their timetable leaving no room to be creative, whereas Dance united leave open spaces giving the opportunity to investigate new movement for the performance. “Being creative and exploring movement to music enabled participants to experience authentic self expression in a way that allowed them to display their personality and express their thoughts and feelings” (Yorkshire Dance 2018). If secondary education gave the students the same opportunity as Dance united then the learners will become more satisfied with the set timetable as it would deliver freedom through academic subjects.
Finally, equality is important through any environment that includes education and having a dress code helps promote that. Dance united take pride in their dress code as they provide all children and young people a newly clean top with their logo on daily, creating a professional mindset for all the learners, this dress code also takes away any competition with clothing, giving the students a clear head before entering the studio. “There is a great concern for how people with challenging behaviour view themselves the issues to self esteem and self view” (Fulton, D 1998). Decreasing the levels of judgement by creating a professional image for all children and young people, improves the confidence of others and their engagement. Following on with the dress code, the performer’s safety is also taken into consideration that means removing any jewellery and tying hair back. “The aim is for everybody 100% to work bare feet from day 1. We ensue that the group do not work in hats, coats or with jewellery on” (Journal, C 2016). Safety within any workspace is extremely significant, so removing any obstacles prevents the danger from everyone around. Children with challenging behaviour are informed with the rules and boundaries before entering the studio so that there is no risk of anything being mislead. “Agreed terms of references are necessary to create a place where RESPECT, TRUST and SAFTEY can be established and maintained so that everyone acknowledges that there is a line and knows exactly when it has been crossed” (Journal, C 2016). Dance united create these rules and dress codes in order to help their students as they want them to have the full experience of a professional dancer as well as making everyone feel equal whilst in the studio, staying clear of any opportunity for judgment.
Dress codes are used for the majority of educational systems, secondary education have their own dress codes which is required for all students to obey by. The dress code system includes a uniform with set colours to match the logo, following a natural look to keep their appearance professional. “Hairstyles should be neat in a natural colour and not be extreme in style. Where hair is cut short, this should not be extreme and preferably no shorter than a grade 2” (Magnus academy, 2018). This statement came from a secondary school I have been researching and this to me shows how the school is taking away the students freedom to being able to discover a style they feel best comfortable with, as well as taking their right to be creative with their own appearance. “Y7 – 11 may not wear make-up, nail varnish that is not natural in colour or false nails. If make-up is noticeable then students will be required to remove this using a make-up remover wipe. If nail varnish is not natural in colour students will be required to remove this using nail varnish remover” (Magnus academy, 2018). I am passionate about having a dress code to prevent equality to remove any judgment and competition, however children and young people should be given the choice on how they would like their appearance to be, this does not help reduce any type of challenging behaviour and could cause conflict on making a child feel less confident as the opportunity to cover up as been taken away, highlighting any insecurities the students might have.
It is clear that both Dance united and secondary education follow a dress code, which is beneficial to the students, secondary education takes away any freedom from students which can be known to cause disengagement. If secondary schools followed the same approach as dance united, leaving room for creativity, the learners would feel lest restricted in how they have to be and would become more open about their future and views. “When people find their medium, they discover their real creative strengths and come into their own. Helping people to connect with their personal creative capacities is the surest way to release the best they have to offer” (O’Reilly, Safari, 2019). Having an open mind and opportunity to be creative, brings out more of a personality for the children which is something that secondary education lacks.
My aim for this dissertation was to discover the approaches Dance united use and connect them to secondary education to help build a more enjoyable environment for the students in order to prevent challenging behaviour. Dance united approaches were more significant to challenging behaviour and they delivered out the opportunity for exploration, using pedagogy approaches which helps for a good relation between the teach and student as well as taking the time to get to know the students through home visits and learning about their home life. Using circles during time in the studio so that everyone can be seen.” Circle time creates a ‘check in’ at the beginning and end of every day’ (Journal, C 2016). Also forming a dress code for equality and safety, but leaving room for creativity. Whereas secondary education teaches the children to achieve the best grades for their exams which includes taking away their right to discover new styles, in hope that this creates the children to become more engaged through lessons. Secondary education does not take interest to their student’s life styles, until their behaviour or attendance starts to lack.
Every approach used throughout the sessions with Dance united is approaches that could be transferred into schools, causing secondary education to use arts initiatives to support children with emotional and behavioural needs.
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