After missing last weeks sessions, I was very apprehensive about joining the dance workshop today. But when I arrived I was pleasantly surprised, I was instantly reassured and put at ease before we warmed up to ‘Thriller’ by Michael Jackson. I was then put into a group with my peers who showed me the routine that they created the previous week.

We then all created a dance move to represent each of the numbers from 0 to 9 in line with our Halloween theme. Then we put the actions together to a set combination of these numbers. After this we were given Halloween pictures to create ‘opening’ moves for our dance before finally performing. I was very nervous to perform and it put me far outside my own comfort zone, but I found it a really worthwhile experience.

In our drama workshop, we were introduced to five new conventions of drama vox pop, role on the wall, thought tracking, voice in head and mime. We then used these techniques to explore in depth a story called “The Tunnel” by Anthony Browne – which we explored from the viewpoint of the two protagonists.

Our lecturer introduced us to the concept and theory of thinking time in schools and how we as educators shouldn’t be afraid of silence in our classroom. “The most difficult role for me, as the teacher, was to step back and not interfere with their creative process” (Cone, 2009).

Today’s sessions really boosted my self-confidence when I realised that I don’t need to be afraid of dance and that I can facilitate it in my class. Also, I had reflection on the idea of thinking time and how as a student teacher I can use it within a classroom context. There will be a place for silence in my classroom.

Reference List

Purcell Cone, T. (2009) ‘Following Their Lead: Supporting Children’s Ideas for Creating Dances’. Journal of Dance Education. Vol. 9:3, pp. 81-89.