Methods of Practice

Self-Evaluation:

I believe our workshop went as intended although it should have been longer, our time management was poor throughout. We each led the activity we felt most comfortable leading which worked well, we interacted with the group appropriately as the group responded well with each activity.

The warm-up didn’t go as planned due to incorporating both warm-up games into one rather than two separate activities as stated in our lesson plan. This may have been due to nerves that our plan was overlooked at this point so instead of ten minutes the activity was no more than five.

The ‘bean game’ went exactly as planned and the ‘Movement-Feeling’ game was improvised with slightly. This was due to the participants stating their emotion (or their ‘word’) alongside their movement the first time around the circle, I improvised at this point so the participants had to incorporate a sound alongside their original movement. This was responded with very well however the activity itself was quite short so I could have extended it.

The ‘Fruit Salad’ game was also improvised with. The original idea was for the participants to crawl when swapping places however, after a few times, the practitioner chosen to lead this activity, made the children swap places AS their chosen fruit. In my opinion this worked very well and incorporated playing with their imagination which otherwise may have been overlooked within the session.

The cool-down had also been changed when led. During planning we decided that the storm would begin with everyone sat down and eventually would lead to everyone stood up and spinning. This would be an extra element of the storm: a hurricane. The spinning would help with their balance and spatial awareness, however this wasn’t the case during the session. The storm would then have calmed down the participants so they would be laying down in a calm atmosphere. This would have been an evident end to the session. Although this wasn’t the case the activity was responded to very well with everyone incorporating sound together.

If I were to teach the session again I would extend each activity and let the children create more ideas throughout so there would be a better sense of feeling connected between myself, the other practitioners and the participants.

 

Group Evaluation:

At the end of the session, the group gave us both positive and negative feedback to work on if we were to teach the session again. The positive feedback that we received was that each activity flowed well into the next. The ‘bean game’ was very engaging and physical. The ‘Movement-Feeling’ activity was good because each participant was able to express how they were feeling through movement and sound rather than feeling ignored if they were feeling shy or unwell. The ‘Fruit Salad’ game also had positive feedback because it was engaging and fun to play. The cool-down was also agreed with due to the story being captivating for young participants. We each had good clear vocal when instructing and clear intentions throughout.

The negative feedback we received was mainly about the length of the session, the activities needed to have been extended. Another suggestion was to perhaps include music at certain points to help with the atmosphere. To implement this piece of feedback into my next workshop with young participants I would use music during certain activities. I would include music during the warm-up as it would help to create a relaxing atmosphere and to also help to create a sense of trust. The music I would incorporate during the cool-down would be particular sounds that would help enhance the ‘storm game’ which would gradually soften towards the end. Another point that was made was to make our activities connect in some way rather than have separate games that don’t particularly link, for example, the ‘bean game’ followed straight into the ‘fruit salad’ game, with a game based on a type of weather to finish. To implement this, I would connect the games together with a particular theme. In this case, I would choose weather and use different types of weather for the ‘bean game’ – hurricane (spinning), thunder (stamping/jumping), rain (patting the ground) and wind (whooshing noises with the mouth).

My new session plan would be this, the bold stating which bits have been incorporated from the feedback we received.

• Name games – to introduce everyone including the practitioners. I would play music to ease the atmosphere and help everyone to feel comfortable.
• ‘Movement-feeling’ game – to understand how the young participants are feeling, who is shy and who is more outgoing. I would continue to play music throughout this activity.
• The ‘bean game’ – edited with the theme of weather – to physically warm-up the participants, I would also make the participants move around the room rather than being stood in one space.
• ‘Fruit Salad’ game – to incorporate teamwork and imagination. I would edit this with the theme of weather too but make them swap places in the group as though they moving through that type of weather. For example, how you would walk if it was really hot, if it was raining or if it was really windy.
• I would still end the session with the ‘storm game’ but play some storm sounds in the background.

In our small group our plan was to work with children of the age of 6. This was due to wanting to be able to incorporate games that they could fully embrace and so they could ignite their imagination. Our task was to create a 30 minute workshop, including both warm-up and cool-down, teaching our required age group.

We separated and spent time brainstorming ideas, we each created a mind map with variations of ideas and intentions.

 

The main aim for our workshop is to work with memory, coordination, emotion and imagination. These will be explored through a range of activities and games suitable for participants of the age of 6.

The activities we chose and why are as follows:

• For the warm-up we decided on 2 name games.  This will be to work with memory and to create a sense of trust around the group.
• Our next activity is a game called ‘Bean game’. This a physical memory game. The beans have different variations: ‘runner bean’, ‘string bean’ etc.
• The third activity is a ‘Movement – Feeling’ game. This activity will determine how everyone is feeling and so the other members of the group will understand too. It will also give the practitioner a chance to recognize everyone’s personality and to be able to work with them throughout the rest of the session.
• The fourth activity is a game called ‘Fruit Salad’. This activity will be to work with both memory and their developmental systems.
• Our cool-down is a game called ‘Storm Story’.  It will end with the storm becoming calm along with the children, we will end the session laying down in a calm environment.

 

My final lesson plan:

 

 

 

Mission Statement:

My mission as an emerging practitioner is to work with Early Years, creating workshops for children between the ages of 2 and 9. This is because I want to help their developmental systems. I believe that “we educate our children to cut off from their bodies, to line in their heads, to reject their innate capacity for a whole-hearted experience” (Greenland, 2002, 18).

Vision:

My vision for my company is to create workshops for children to help enhance their imagination, memory, balance and coordination to help them to become fully embodied in the future. I believe that “if we equip children to work with feelings, with sensation and with movement they are more likely to be able to monitor and maintain their own health” (Greenland, 2002, 58).

Aims and Objectives:

• I will enhance their imagination by helping them express themselves within the games and to play with props in a variety of ways.
• I will help focus their minds, this will help stop attention deficit struggles in the future.
• I will incorporate both dance and theatre into the workshops to help engage their imagination and memory as well as work with props (toys such as Lycra, elastic, feathers, balls and scarves) and play games.

I will be working with young participants because I believe these activities will help them become embodied. This type of person is “someone who involves every cell of their being in everything they do; they know how they feel; they are obviously comfortable in their body; they can identify their symptoms and sensations with brevity and precision; they know how to celebrate physically as well as intellectually” (Greenland, 2002, 46). I also believe that the culture we live in today undervalues this as they don’t fully understand that the “neurological organisation is a natural phenomenon […] [that] doesn’t have to be taught, but it does need to be supported” (Greenland, 2002, 16).

My Principles:

• To work within a safe environment with the children
• To play in a range of ways that help the children to feel comfortable and confident
• To help them express themselves through imagination with stories and improvisation games
• To help them engage effectively in team-work
• To develop a sense of trust between myself and each member of the group
• To work with the whole body in a variety of ways to help them focus on balance and coordination, such as body crawling, crawling, jumping, hopping, skipping and freezing when asked to
• To work in pairs through mirroring each other and playing ‘call-and-response’ games

Processes:

The weekly sessions will contain a variety of improvisation tasks to emerge the young participants in their own creativity. I will also teach set exercises, these will be mainly the warm-up and cool-down exercises however for new dance routines or theatre techniques, tasks and exercises may be set so that they may be repeated each week. Some content will be text based but only small, simple phrases or a few words that will help to engage the participants with their own creativity. I will not use scripts as the participants will be too young to read mature texts but will allow them to contribute to a whole script, week by week, which will be the basis of their end performance.

 

Complaints Procedure:

If there is any dissatisfaction during the participants time with Inspiring The Young you may contact a member of staff.

Complaints may come from any participant, parent or carer.

Complaints can be made in writing, email or with a meeting with whom the complaint is made about.

All complaints will be kept as confidential pieces of information and will not be shared with anyone.

Once the complaint is received, action will be made.

 

Data Protection:

The types of data we require are: names, ages, gender, date of birth, medical information and parental / carer contact details. These are compulsory details that we need however within our company we may wish to gather extra data from the participants. For example,  Inspiring The Young may wish to take pictures or film specific rehearsals or workshops, for future reference or for the staff’s individual feedback. The photos and videos will not be shared with anyone outside of the company.

We also need the addresses of all participants so that we may send reminders by post about up-coming events or any vital information that they may need to know.

All photos, videos or addresses and any other information that we may store of all participants will be entirely confidential and will be used within the company only.

All information will be stored both electronically and in paper documents.

As parents and carers of our participants you have the right to withhold personal information from us. There will also be a signed contract between parent of participant and practitioner for whether we are allowed to film or take pictures of the young participant.

The information we will receive will be kept securely and will be used appropriately and stored for no longer than is necessary.

 

Equal Opportunities & Vulnerable People:

There is available access for all participants. Within the building there is a working lift as well as stairs, wide doors for wheelchair access and large studios.

We do not discriminate against any gender, age, race or disability. We treat everyone with the same respect and dignity and allow all to participate (between the ages of 2-9 years).

 

Works cited:

Greenland, P. (2002) Hopping Home Backwards Body intelligence and movement play. Leeds: Jabadao.

 My values:

“When it actively engages people as creative participants, dance can help build stronger communities” (Foundation for community dance, 2009).

I believe that everyone has the right to express themselves through both dance and theatre. I believe that everyone should feel confident exploring their body within a community dance practice and I want to encourage all to participate, no matter the age, gender, ability or build of the person. I want to allow those who are less wealthy and who usually feel excluded from other dance practices to find themselves within this community practice.

My Code of Conduct: 

Competency: I will have the sills, knowledge and experience to teach. I will have the commitment over updating my skills and I will learn new experiences in the field of community dance and theatre. I will understand the health and safety regulation and have already been educated on the human rights.

Responsibility: I will take responsibility for my own actions. I will be consistent; this will create trust between the participants and myself. I will be prepared for every session. I will be punctual for every session and will behave appropriately.

Safety: I will make sure the venue used will be suitable for the participants I will be working with. I will make sure all concerns will be dealt with before the session begins in regards to the health of those I will be working with. I will complete all risk assessments and understand all legal requirements regarding working with both children and vulnerable adults.

Working with people: I will act in an open, honest and friendly way. I will encourage all of my participants but will not push them past their boundaries as they will know themselves how much they can do. I will respect all of my participants and anyone else working alongside me.

Commitment to the Code of Conduct: I will reflect back on my work and will acknowledge feedback. I will take responsibility in changing my actions based on the feedback.

 

 Works Cited:

Foundation for community dance (2009) Definitions, core values and a code of conduct for community dance. [online] Available from http://www.communitydance.org.uk/DB/animated-library/definitions-core-values-and-a-code-of-conduct-for-.html?ed=14041 [Accessed 7 November 2014]