Tara-Jane

Throughout my professional practice, I have used and explored with props within a community dance session when my students have had limited vocabulary or have been between ages 3-6. “Props can also be great fun and encourage a climate of exploration and playfulness, but always remember that props should enhance movement, not mask it” (Hills, 2003, p.81).  For me ,  I have found that this method encourages students to listen to the  relationship of the music and  the  prop s  to  explore  their own movements .  Hills   (2003)   suggests  ideas of working in a non-verbal way and the method of ‘body talk’  and many  ways to  incorporate  music  as  a way of communication with people with limited movement. Peppy Hills  has helped me improve  my teaching methods and guided me through  alternative ways  of teaching in a non-verbal way. By this ,  I  learnt  that...

Unfortunately I had to miss this Skype call but thankfully my classmate filled me in on the dicussion and from what it seems there were many conversions between voice and communication. My classmate had said the call was directed to finding your own voice in different mediums and example of this would be ‘your writing voice’.  I wanted to speak more on communication within an inclusive dance class. For me this is something I sometimes find difficult within my own professional practice. Although I have previously wrote a blog on my communication with disabled dancers I feel like my knowledge has developed and my critical thinking and analyses has improved.  Finding my voice to me is challenging when working with all ages and abilities and this is something I have been challenged with on a day to day basis. A teachers voice is so important within a classroom but how is your voice acknowledged to someone who has an hearing impairment ?  Last week Monday, I taught an open dan...