Students Have their Say

With the various survey tools given in the reader I have been able to experiment with them and understand what pilots work best for me and which tools will enhance my research.
When it comes to researching how children feel about learning, I found the best way to do this is to talk and ask questions to my own students. I have the advantage of working closely with my students at my dance school and I was able to set up a SIG group and have a discussion with them on what they believed made a good teacher.

They were very quick to talk about teachers they had taken a dislike to and felt they had no connection with.  This had happened because the teacher showed no interest in them and was constantly looking at their phone throughout the lesson.  They also talked about how they found demonstration advantageous, where a teacher is able to show them a step they are struggling with or for example I was working on a dance with them for their exam and I was able to portray the dance ego it's full potential.  Being able to do this was good for the students to have an image in their heads of how the dance needed to look.

Many dancers will benefit from visual learners and having a demonstration video or live performance will enhance their learning tremendously achieving higher attainment overall. 

From this discussion I learnt how gaining respect from your students is of high importance without it they will not see you as a role model.

I used the website Survey Monkey to create a survey for my students so I had results on paper.  I found the survey I created needed to go into more depth and involve more on different ways children learn, so I have researched more into children's learning styles.

The BBC website had a very simple and informative way of describing the four learning styles;

Learning styles
Psychologists have categorised learning styles in lots of ways, but here's one way of looking at things, with four styles to choose from:

1. Visual learner

• Needs and likes to visualise things
• Learns through images - can remember the pictures on a page
• Enjoys art and drawing
• Reads maps, charts and diagrams well
• Interested in machines and inventions
• Plays with Lego and other construction toys, and likes jigsaw puzzles.
• Can be a daydreamer in class.

2. Kinaesthetic learner

• Processes knowledge through physical sensations
• Highly active, not able to sit still long
• Communicates using body language and gestures
• Shows you rather than tells you
• Wants to touch and feel the world around them
• May be good at mimicking others
• Enjoys sports or other activities where they can keep moving.

3. Auditory learner

• thinks in words and verbalises concepts
• spells words accurately and easily, as they can hear the different sounds - so tends to learn phonetically rather than through 'look and say' techniques.
• Can be a good reader, though some prefer the spoken word
• Has excellent memory for names, dates and trivia
• Likes word games
• Enjoys using tape recorders and often musically talented
• Usually able to learn their times tables with relative ease.

4. Logical learner

• Thinks conceptually, likes to explore patterns and relationships
• Enjoys puzzles and seeing how things work
• Constantly questions and wonders
• Likes routine and consistency
• Capable of highly abstract forms of logical thinking at early age
• Does mental arithmetic easily
• Enjoys strategy games, computers and experiments with a purpose
• Creates own designs to build with blocks/Lego
• Not so good at the more 'creative' side.

It is also important to be aware of your own style - it might conflict with your child's.

Have a look at the four learning styles and see what yours is (or are - you may favour a mixture) - and then assess your child's style. How does your child vary from you and how can you use your strengths and theirs in a complementary way to help them learn at home?

I found the comment at the end very interesting as it is something I have never thought about, how my learning style may conflict my students.  I will take this int consideration from now on if i find myself struggling with a particular students behaviour or focus.

Know what you teach!

I have recently taken on role as Cover Supervisor at my secondary school, this role involves covering a variety of subjects from maths to textiles etc when qualified teachers are unwell, this is a role many schools are creating as it saves money as they employ someone and pay them lower than bringing in supply... This is a challenging job as I find myself in situations where I  don't know the topic, therefore I am sometimes unable to provide the correct information to the students.  I usually have all necessary information for the class but this can sometimes leave me in deep water, this has lowered my confidence but also ensured me that you must know your teaching subject inside out to be able to provide high quality teaching.

Over the past month I have been placed in P.E as our head of department broke her leg and they asked if I would take on her timetable.  I felt privileged that my line manager had the confidence and faith in me to take on this role.  I have learnt how important it is to have a full lesson plan especially with a subject I am less known to.

I have always thought about lessons before teaching but until being thrown into a lesson unaware, I found out the not so nice outcome of an unprepared p.e lesson.

The particular lesson I am thinking of was a Tag Rugby lesson, I hadn't seen the plan and I found myself on the field with 30 year 9 students.

I started with the warm up I had used previously but this seemed to be over in minutes has I had under estimated how quick they would pick it up so my time management was terrible.

I went onto setting up teams but this turned into chaos and the class went down hill from there.

The students focus had completely gone and there was no sense of control or authority from myself as a teacher.

I learnt from this that my lack of planning and knowledge lead the students to misbehaving, losing focus and not gaining the learning outcome of the lesson.

As a teacher your main priority for each lesson and scheme of work is for the students to come out at the end having enjoyed it and achieved their grading level.  You will not achieve this without detailed planning and confidence in your topic.

BTEC or GCSE

My current job position involves working closely within the Dance Department in a secondary school and I have been able to use this to my advantage with my inquiry.  I would like to dig deeper into the difference and benefits for students being given the option to study GCSE and BTEC Dance.  This will give me the scope to investigate the learning methods of the students taking these exams and why they suit this way of examination.


From researching both examination board courses on the Edexcel and AQA websites I found this information;

What is a BTEC?

BTECs are work related qualifications suitable for a wide range of students, built to accommodate the needs of employers and allow progression to university. They provide a more practical, real-world approach to learning alongside a key theoretical background. They can be taken as well as, or in place of, GCSEs and A levels in schools and colleges. BTECs are recognised by schools, colleges, universities, employers and professional bodies across the United Kingdom and in over 100 countries worldwide.

BTECs have been around for 25 years, their reputation
is second to none and they continue to grow and develop. In 2007, more than one million students enrolled on a BTEC course.

Where are BTECs delivered?

BTECs are delivered through schools, colleges, independent training providers and employers. They are popular qualifications amongst young people and adult students alike. BTECs are flexible, enabling students to study them full-time or part-time, as part of an Apprenticeship programme or alongside work commitments and other qualifications.

How are BTECs assessed?

BTECs are not exam-based qualifications. Exams work well for some students but others find them rather daunting and struggle to see how they fit into the real world of work.
Instead, students study real-life, work-based case studies and complete projects and assessments, which contribute to achieving each unit studied.

Each BTEC is made up of units. The number of units is dependent on the level and size of BTEC being studied (eg BTEC Introductory, BTEC National).

In order to complete each unit, students must achieve against a set of outcomes. The assessment criteria address theory with practical exercises. The assessment process is ongoing, so it allows the student to analyse and improve their own performance through their course in much the same way as they would in a real workplace.

The projects that students undertake form the basis of their unit results which are graded as a Pass, a Merit or a Distinction.

Which BTEC is suitable?

BTECs are available at various levels:
BTEC Entry develops the initial skills for either a broad work sector or everyday life where confidence is needed by students. BTEC Entry Certificates are suitable for any student aged 14 upwards and are designed for students with learning difficulties or those who struggle with traditional learning.
BTEC Introductory qualifications are at Level 1 and offer an entry point to an industry sector and encourage the development of personal and work-related skills. The BTEC Introductory qualifications are suitable for any student aged 14 upwards and are designed for those who are not able to achieve A*- C grade GCSEs, but who are motivated by a work- related course.

BTEC Firsts are Level 2 qualifications which are the equivalent of traditional GCSEs grades A*- C. In 2007, there was a 50% increase in BTEC uptake across schools in the UK. There are currently over 60 BTEC First qualifications available, linked to industry sectors. The BTEC First is suitable for students aged pre-16 and is designed for those who are capable of achieving A*– C grade GCSEs, but wish to focus on a work related vocational qualification or work area. Students may take BTEC Firsts alongside core GCSE subjects such as English, Maths and Science. 

Why choose GCSE Dance?

In addition to helping students acquire subject knowledge, this specification:

• promotes fitness, a healthy lifestyle, team working and creativity
• actively engages students in the process of dance in order to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds
• develops students' skills, knowledge and understanding of a range of dance styles through the interrelated processes of performing, creating and appreciating dances
• develops physical, technical and expressive skills through which students are able to communicate choreographic intention and develop their individual qualities as performers
• develops students' skills, knowledge and understanding of choreography through which they are able to communicate ideas, thoughts and meaning drawn from a range of dance styles
• develops a critical appreciation of dance in its physical, artistic, aesthetic and cultural contexts
• provides progression from Key Stage 3 and a solid foundation for further studies in dance or performing arts, including A-level Dance and the Creative and Media Diploma, and/or a career in performing arts.]

It is clear that both these styles of learning and examining differ.  The BTEC course typically suits a child who benefits from assignment learning and not under the pressure of exams and revision.

The GCSE course is suitable for students who learn through progression and take the information in to then be examined.

Personally I feel the GCSE is veered more to independent creative learners who are of a higher academic level.  

The BTEC caters more to the students who are of a high level practically and could potentially take there dance career further to college.

Thoughts on my Inquiry

After talking through my thoughts for my inquiry with Alan, we came to the conclusion I was being too ambitious.  My thought on does experience in performing make you a better teacher was too broad and therefore I wouldn't have been able to come up with the correct evidence to back up my inquiry.

My thought now for a line of inquiry is; How do children learn to their full potential in Dance Education?

My aim in this inquiry is to develop my understanding of student learning and have an insight into the learning of dance in secondary schools.  I would like to come away from this course with knowledge I can put to use in future job applications and teaching.

Proposed Award Title

With my knowledge and experience being in all aspects of Performing Arts, I want to be able to show this in my title and not just single out dance, even though this is the subject I ideally want to teach.  I would like to include 'Education' in the title as I feel the majority of my degree has involved researching and advancing my knowledge on dance within the national curriculum.

Therefore my proposed title is;

BA (HONS) Professional Practice in Performing Arts in Education

I feel this title will give me greater scope when applying for PGCE/GTP as I could apply to various subjects.

Ethics into Practice

To deepen my understanding of the meaning of Ethics I took a look at what Wikipedia described it as;

'Ethics, also known as moral philosophy, is a branch of philosophy that addresses questions about morality—that is, concepts such as good and evil, right and wrong, virtue and vice, justice and crime, etc'

With the words 'right and wrong' standing out to me I started to think about my own ethics within my workplace. Below are points taken from my own Policy booklet which includes safeuarding and codes of conduct which I produced for schools I am offering a service to;

• The teacher will recognise the responsibility for the care, welfare and safety of the pupils during the allocated time of the club.
• Dance Busters believes that children have the right to be completely secure from both the fear and reality of abuse and we are committed to safeguarding all the children in our care from harm.
•  Encourage children to respect each other and their achievements.
• Unwanted behaviour is challenged and discussed with the child and if required reported to another teacher.
• Each lesson a warm-up should take place at the beginning of the class.

Ethical values ultimately teach a child the difference between right and wrong and if they can follow disciplinary rules within school this will be embedded in them for their future.

I believe teachers following their code of conduct will be able to deal with situations that may arise in the class in a professional and appropriate manner therefore being a rolemodel to the child.

4a Back to the Start - Developing my Line of Inquiry

My understanding of this module is to create a line of inquiry on a topic that I can relate to my profession.  This module will be my plan which will then be developed further in module 3.

My initial thought is to link my inquiry with Education as this is my career path.  A dance teacher can come from various backgrounds with an array of qualifications and experience in performing and teaching, what makes a good teacher?


Why is the GTP (Graduate Teacher Programme) so hard to gain admission to in comparison with a PGCE (Post Graduate Certificate in Education)?

The Graduate Teacher Programme is a one year full-time employment based route into teaching leading to the award of Qualified Teacher Status (QTS). Trainees may train to teach either the full curriculum across two consecutive age ranges (3-5 years, 5-7 years, 7-9 years, 9-11 years) at Primary level, or their subject specialism across two consecutive key stages (KS3 & KS4) at Secondary level.
I am currently in the process of applying to follow a GTP programme, this is proving to be very difficult!  With four years of teaching experience behind me and two successful businesses I was confident I was an ideal candidate, however it seems this is not the case.  Before you are able to apply to the Universities you have to find a willing school to employ and mentor you through the academic year, then you have the task of getting a place at University.  I have applied to various schools and have yet to get an interview! I have started to look at the PGCE route, this is a University based course and not funded so my monthly wage would be gone, but this is my only other option.  It is frustrating knowing I am capable of teaching and have the knowledge to deliver, but to gain the respect and salary you need QTS (Qualified Teacher Status), but this seems impossible to obtain why?

Does having experience in performing make you a better teacher?

I feel having the experiences and stories to share with your students gives you a head start straight away!
I have been able to work professionally on performing contracts before I settled into teaching, during these contracts I gained valuable experience and learnt what was important when auditioning to get the job and also while working I dealt with situations that only arise on the job ie. orgainising digs, politics within the cast etc.  Students are always keen to hear about my experiences and I am able to give them advice on these situations if they were to find themselves in them.  I see myself as a role model to the students, and someone they can look at and say if Miss did it, I can give it a go!  Is this view a necessity when teaching?  I would like to look further into this and research two viewpoints one of a performer who is now a teacher and the other being a teacher who has followed the traditional way of teacher training through University.

Should Dance sit in Physical Education or Creative Arts?

The article below was taken from the European Physical Education Review.
My current employment has put me in the position of being part of a PE department within a  secondary school.  This has enabled me to see how Dance fits in with PE aswell as Creative Arts and I believe this is a topic that will continue to be questioned.

The article below was taken from the European Physical Education Review and poses the same question:
Dance within the National Curriculum for Physical Education in Engand and Wales

Those involved in teaching music, visual arts or drama, in a variety of contexts, regularly express perplexity as yo why dance is part of the National PE Curriculum.  At a recent conference of the National Foundation for Arts Education, for instance speakers eg (Robinson, 1995) and delegated revealed their ignorance of the historical links between PE and Dance.  They also seemed to be unaware of the complexity of the relationship, for while dance shares the same conceptual basis with other arts, in that both are concerned with the symbolic expression of feelings and ideas, Sanderson (1988 , 1994a, 1995a, 1995b) agues that dance also has many genuine links with sports activities. 
It is impossible to do justice to the many related issues here, nevertheless it is necessary to make brief reference to historical events in order to place the current National Curriculum in context.  The 1909 syllabus of Physical Training established dance in the school curriculum, and thus began an association, which has persisted. Until the 1940s, the type of dance activity recommended was, for the post part, English folk and European National Dances. mainly because of their contribution to physical fitness, although the cultural input was also acknowledged.

Looking at this article should we still be following this view from 1909?

Flickr

http://www.flickr.com/photos/61857946@N08/with/5662236751/

The use of Flickr images when promoting yourself across online networks can be useful. Putting a face to a name is useful and a good tool to remember.

The Networked Professional (B)

From reading through the given reader and researching the various concepts, this has been the most difficult to grasp. However I have been able link these to my profession, working and cooperating with your colleages and pupils helps me to have a happy and professional workplace. It is easy when you have the passion to share your expertise with you rstudents to say 'YES' to anything your boss may throw your way.  You have to be careful that you don't start to be taken for granted and the cooperation is one sided.  I could go out of my way to make a lesson, where as the student or boss can very easily let your hard work pass by without any recognition.

Affiliation is important within teaching as I affliate myself within different groups to network myself and classes. I have formed many close relationships with colleages from the past who I keep in close conact with now, as thse people can lead you to future job opportunities.  Being a sociable person myself I completely agree with Crisp, J & Turners theory that  everyone has a tendency to affiliate weather it be at a weekly meeting or social networking such as facebook. An example of where I affiliate is at my monthly SEYDN hub meeting where I network with other working professionals sharing ideas and experiences, without this I wouldn't be able to improve my knowledge in the field of teaching as I find it useful going on others experiences and how they dealt with them.

Current Networks

My first experience of networking via the web was Myspace.  I used this when  I was in a band and it was useful for sharing our music, photos and gig information.  We gained many followers using this site but it slowly took a back seat when Facebook became apparant. I am now not a user of Myspace, but a everyday user of Facebook as I'm sure many of us can put our hands up to!  I find Facebook more of a personal social networking site.  When looking for teachers to cover sessions on last minute or to share important information, Facebook can be really handy as you know the necessary people will see it usually that day.
When looking for more long term teachers for my company I like to use Star Now a networking site used for Auditions, Jobs and Classes.  I post the job title and relevant information and any teachers who wish to apply can post their CV to the blog and I then get the choice of who I would like to meet.  It is important that I keep up to date with what is going on in my local area, I find a good way of doing this is through the South East Youth Dance Network they have a local Hub for each county where you work.  I receive monthly bulletins with info of  jobs, training courses, funding  and opportunities for the Gifted and Talented. Through this hub I have made contacts with other dance artists and teachers who I can share ideas with.
I am currenty in the process of having a website designed for my company Funky Munkeys this is a big decision and one that has taken a year to finalise, but after looking into this option I realised it will be a great way to advertise my classes. Up to this time I have found word of mouth the best way.  I believe if you run a good class that children and parents are happy with you will get your custom week after week.

From reading Sonals blog I agree with her when she says ''from my experience many of the dancers that are professional working constantly get work by mutual friends or contacts. This comes from experience in the industry as building contacts takes time. I try to keep in touch with all of my friends and contacts but it does become difficult with hectic lives.''  Colleages I have worked with in the past do tend to become friends as I like to work on a friendly basis staying professional at all times, a good way of staying in touch is by text or email another everyday networking tool.

Inquiry

I am really enthusiastic when it comes to sharing my passion for performance.  I believe performance is such a major part of my career whether it be my performance as a teacher or a students performance when on stage.  I am currently in the middle of directing a show and I am working on the expressive performance for each character, when one of my students portrays great performance skills I get a buzz of excitement and I want them to share their talent.  Remembering this enthusiasm and passion has has helped me recover my ambition for teaching, this week I have mixed emotions and found myself feeling very negative about my career.  Being a dance teacher is a full time job especially working freelance aswell, you find yourself wearing my hats.  I came away from teaching on Wednesday evening feeling totally deflated.  After locking up a dark empty studio at nine o'clock at night I felt lonely, tired and un-motivated, I have shared my feelings with my boss and this was a weight off my shoulders as she confirmed with me that she has days like this and most people do and that I'm not alone.  I have overcome this feeling and have put it down to a 'bad day'. My experience with working in mainstream schools and teaching curriculum dance I have learnt that this is where I feel complete.  This feeling and experience pushed me into finding out how I could come a qualified teacher leading me to gaing a degree and hence completeing this course.  Without all these experiences I wouldn't be the person I am now and wouldn't know what I actually do and don't enjoy.

Reflective Readers

After reading about reflection and the readers views on different learning perspectives. I have found it useful following Kolbs 'Reflection After Events' and his quote “Much important reflection can occur once the immediate pressure of acting in real time has passed.” I took this and it encouraged me to keep a reflective journal, which made me think about my weekly events and learn from my experiences.

I found it clear that my learning technique is one used by David Kolb Reflective Observation. An example of where I have used this is with this course, I gained tutoring from reading others blogs, this gave me the knowledge and confidence to start blogging myself.  Having worked within schools for two years I have gained valuable experience to take away with me for my own teaching career.  I find watching someone else and seeing how they use a particular syllabus i.e GCSE/dance/warm up, I can take away their ideas and use them as a guide for my own classes.  Looking at Howard Gardners theories I use Interpersonal intelligence alot when teaching teenagers, this can be a hard time for many of the girls I teach and they come to dancing wanting to have fun and use their talent. I have one particular student who has an important audition coming up we have been working on preparing her dance and monologue for this and so far it has been going well. On this one evening she just wasn't engaged and her temper kept getting the better of her.  I asked her to sit down and take five and asked her if she wanted to talk about anything, she started to reel off a number of things that had been getting to her over the week and I was able to relate to this. By using Interpersonal Intelligence I was able to help her release some of the tension she was feeling and settle her mind, by doing this we were able to carry on with the lesson and the student came away feeling more confident with the work and happier in herself.  When thinking about VAK, I put this best into practise when learning syllabus work.  With any grade or work you are able to purchase booklets with all steps and timings, I find these difficult to work from, I would much prefer to use the kinaesthetical way.  Being able to work alongside someone teaching you the steps gives me more confidence when taking it away and using it in my classes.  By learning my preferred VAK I have made it clear to myself to try and go on as many training days as possible where you learn the set routines and valuable experience without this my teaching level wouldn't be to a standard I would be proud or happy with.   

My Attempt at Flickr

http://www.flickr.com/

WEB 2 IN MY PROFESSION

After fully understanding what web 2 actually is, I can now relate it in many ways to my career. I was firstly introduced to Facebook four years ago and became quickly hooked and intrigued in how I could interact with people from across the world.  Over time it has become a uselful tool in ways to communicate with dance agencies, companies and other dance artists, leading to performing and teaching experiences for myself.  Working as a dance teacher you need to always be on top of your game and a good way of doing this is noticing your competition.  I find a good way of doing this is watching how other companies use Web 2 to promote themselves and use these to improve my advertising techniques. Keeping up with modern choreography and new techniques can sometimes leave you feeling deflated as a dance practitioner and this is vital to keep your students focused, I find that using You Tube is a great way to watch others in the profession and take their ideas and make them your own, without this tool I would find myself hitting a wall many a time.  After only recently being introduced to blogging by starting this course I have realised what an amazing tool this is, being able to read and comment on others thoughts has helped me immensely, as I am able to grasp a full understanding of each module.

Personal Profile

Even as a two year old I loved to engage in all aspects of the performing arts. Throughout my childhood I consistently achieved advanced certificates in Ballet, Tap, Jazz and Modern dance, providing me with the techniques necessary for a career in communication and performance. 

In 2003, I successfully gained a place at Italia Conti Academy of Theatre Arts, where I studied for three years graduating with a diploma in Performing Arts. I developed an enthusiastic interest in the way that each individual learns various approaches to the disciplines within art and drama.

 After graduating I secured employment in various performing contracts, including Dance Captain for Openwide International where I worked abroad for six months leading the cast and performing several live shows. On my return I worked within a touring theatre company for Theatre in Education and continued to build upon my experience. I also became an independent singer performing at prestigious social events, where I achieved a highly acclaimed reputation which I continue to enjoy.

Opportunities arose for me to become involved in education, these included Dance Co-ordinator for the Hamble School Sports Partnership, teaching in various established dance schools and I also initiated many educational programmes. This enabled me to share my passion for the performing arts, realising my true vocation as a teacher. 

At present I work within a Partnership involving co-ordinating dance across thirty two schools, this has given me the freedom to develop, very successfully, dance programmes and projects across primary and secondary education.

I have recently concluded a course working with targeted key stage three girls, some of whom were disaffected, providing an opportunity to become involved in a fitness class using dance initiatives. My current project involves a hundred children taking part in Rock Challenge a worldwide competition. Whilst choreographing this project I have learnt many skills enabling me to engage children’s attention, motivate awareness using creative and imaginative teaching methods. I have also developed patience and sensitivity towards children who have a wide range of needs.

Whilst enjoying working within a team I have entered into a business venture initiating my own dance companies ‘Funky Munkeys’ and ‘Dance Busters’ which are now well established across Hampshire. I am continually striving for ways to improve my teaching techniques and business opportunities.

My passion for dance and performing has been my single main driving factor. I have been able to experience new innovations and raise not only personal skills, but attainment, aspiration and self esteem, and it is these attributes which commit me to my goal. I want to follow a programme of strength where I can make a significant contribution to young people.

Curriculum Vitae

Emma Hughes

Email: emmahughes7@hotmail.co.uk

D.O.B 07/06/1987

CRB Checked

Qualifications and Training

 2003 - 2006       Diploma – Performing Arts

                           Italia Conti Academy of Performing Arts course covered all aspects of

                           Performing Arts and Anatomy.  

                                      

Hobbies and Interests

  Dancing, Singing, Acting, Theatre, Sports, Cinema, Keeping Fit, Having Fun!

Teaching Experience

2009 – TO  Level 3 Sports Coach/Dance Coordinator – Hamble SSP

DATE   Employed by Hamble Community Sports College coordinating schools across the Hamble school sports partnership.  My role is to ensure that the students and community are offered a high level of dance across the curriculum and outside with me delivering various dance workshops linking them with subjects being taught within the curriculum.  I have the ability to apply for funding and grants from various national governing bodies involving writing vital proposals, which enable the partnership to offer projects to the schools which I devise, structure and deliver. I am able to offer inset training to teachers on techniques of delivering dance, choreography and lesson structure.  Please see below a list of the various projects which I have delivered and devised over the past year and continue to successfully run across the partnership.

2008 – TO Dance & Drama Tutor – Centrestage & Laura Dunkley School of Performing Arts

DATE   Drama classes teaching a variety of ages, including confidence and team   

building exercises, preparing students for auditions and performances.

Important to ensure each week students are inspired and motivated.  Preparing students for ISTD & RAD ballet, modern and jazz exams ensuring their level of technique and performance is of an exceptional standard.

2008 – TO Teacher - Dance 

DATE   I have set up Funky Munkeys a Parent and Toddlers dance group which is currently running in Leisure Centre’s. This encourages toddler’s communication skills and first musical steps.  This involves organizing classes, engaging the children, keeping their attention on the class and most important making sure they are all enjoying themselves.  

2007 – TO Manic Stage Productions – Dance & Drama

DATE         Teacher of after school Drama and Dance clubs for children age 5 –11. 

                  This involves organizing classes, choreographing routines,teaching both groups and one on one lessons. Directing           performances and putting shows together and also managing the budget.  I have made the school a real success with a highly regarded reputation within the local area.  Many of the children have reached a very high standard and are taking Drama a lot more seriously.

2007 – TO Workshop leader – Portsmouth City Council 

DATE   Employed by a number of inner city schools to run Dance and Drama workshops to work with pupils and the public.  I successfully use music, dance, drama and creative writing to address the issues of teamwork, cooperation and respect for different views. 

2008 – TO Early Stages Teacher of Singing, Dance & Drama - STAGECOACH

2010  Introduce younger students to performing arts.  Teaching them communication

                  and social skills.  Improving their confidence and ability to use their imagination.

        

 2008 – TO Dance, Drama & Sports – Funky Munkeys

 2010    Using my Funky Munkey syllabus in Sherbourne House School Chandlers Ford.Tutoring Nursery and Reception children, encouraging    communication skills, musical rhythm, coordination and having fun.  Working within a large team at the school.          

                         

 2008 – TO Drama Tutor – Helen O’Grady Drama Academy 

 2010    Employed by this prestigious academy to teach children throughout the county   

             a set syllabus and preparing them for productions at The Theatre Royal Winchester.  Underwent extensive training learning new skills    and technique to use with the children.

]

2008 – TO Singing Tutor – Claire Goodwin Theatre Arts School

2009   Working with young adults and children, improving their technique,             

ensuring they are using their voices correctly, confidence building and team 

work, learning various harmonies from popular musicals and using an extensive

repertoire to broaden their knowledge.  Ensuring they enjoy themselves and return each week.

 2008 – TO Teacher – ISTD Tap & RAD Ballet

 2009          Ballet and Tap classes for all ages from 6 to 12 at Bute House Preparatory 

             School London, teaching RAD and ISTD grade work preparing the children for

             exams.   

2006 - 2009

Trinity Studios – Teacher of Dance, Drama, Musical Theatre and Singing  My job was to ensure pupils were given the highest level of training possible.  Working with pupils on a one to one basis, helping them gain confidence in all aspects of performing, key parts of this job were working as part of a team and responsibilities of finance and security of studio.

Other Qualifications

2003 2003 2005 2010 2010

GCSEs Drama Grade A Nine other GCSE Passes Including Math’s and English LAMDA Drama Exam Grade 7 Honours AS Drama Grade B British Red Cross First Aid Certificate CRB checked Dance Links Teacher Training A residential intensive teacher training course informing you of vital techniques when training.  To complete the course I had to show evidence of 100 hours of teaching done myself. Full UK Driving License Testimonials “A very inspiring teacher who is able to engage pupils of all abilities” – Head  Teacher “A most expressive and enjoyable performance.” – Helen Green, Examiner ISTD  “Having Emma work with us has widened our repertoire of physical activity and promoted a ‘can do’ attitude in puils and adults alike.” – Kate Timaeus Head Teacher

The Beginning!

I am sat at my computer with so many thoughts running through my head!
I am lucky to have many pathways ahead of me, but choosing the right one can be difficult.