Understanding the Value of Dance

In modern Western culture it is perhaps true that for the majority of people the art of dance does not necessarily form a fundamental part of their daily experience. For those who are more estranged from this most ancient of human practices it is easy to believe how the role and importance of dance in our society is often regarded as irrelevant, elitist or frivolous. However, in the words of Sir Ken Robinson, British author, speaker and international advisor on education in the arts to government: “dance is not some esoteric, purely professional activity, it is deep in the

heart of human culture. Dance is a feature of every culture everywhere throughout history; it covers multiple genres, multiple styles, it’s constantly evolving, it’s constantly digging deep into its roots and traditions, it’s professional, it’s recreational, it’s sacred, it covers every form of social purpose,” (Robinson, The Cohan Lecture, 2016). To dismiss the importance of dance therefore is to dismiss what it means to be human.

Understanding its value in nurturing young people’s creativity, promoting mental and physical wellbeing and providing insight into the wider world, Hurst College offers dance as a compulsory subject in Year 9. Both boys and girls, regardless of previous experience, participate in one lesson per fortnight throughout the academic year with the option of furthering their experience by undertaking GCSE or A-level, the former of which has a majority cohort of boys. Initially, some Year 9s arrive already familiar with the studio environment whilst others may never have danced before. Some already possess a love and passion for dance whilst others may harbour prejudices and anxieties about feeling vulnerable and exposed. By the end of the year however, regardless of whether or not a student ever sets foot in the studio again, it is hoped that stereotypes are dispelled, self-confidence is developed and a life-long appreciation is cultivated for an art form that is at the very pulse of humanity.

According to a new report from the World Economic Forum, creativity in the workplace is going to be one of the most important and in-demand skills in the next five years, along with complex problemsolving and critical thinking. “With artificial intelligence taking over routine tasks, there will be immense opportunities for people who combine creative, technical and social skills – skills that are resilient to future automation,” (Bakhshi & Yang, 2018). It is surprising then that the current educational climate sees creative subjects being increasingly squeezed out of schools’ curriculum, and even more surprising when considering that the most recent independent Bazalgette review predicts that “the creative industries could be worth £128.4 billion to the UK economy by 2025 and help to create up to a million jobs by 2030,” (Smith, 2018). Therefore, it does not require a massive leap to acknowledge how studying a subject like dance, with its emphasis on lateral thinking, can play a fundamental and advantageous role in a young person’s education, regardless of whether or not they wish to pursue a career in the performing arts.

Many students at Hurst who have studied dance at either GCSE or A-level have successfully accessed higher education institutions in a number of fields such as medicine, American studies, events management and sports science, as well as the more obviously related courses in the performing arts, proving that there is no hindrance to accessing reputable universities along with reputable conservatoires.

In spite of all these benefits however, to value dance solely for the potential economic contribution or as a conduit for other skills is to render this most diverse and insightful art form a great disservice. If anyone was ever in any doubt as to the inherent value of arts and culture in society, imagine living in a world without it. “Take the collective memory from our museums; remove the bands from our schools and choirs from our communities; lose the empathetic plays and dance from our theatres or the books from our libraries; expunge our festivals, literature and painting, and you’re left with a society bereft of a national conversation.…about its identity or anything else,” (Bazalgette, 2014).

Nicola Dominy in conversation with Year 10 GCSE dance students Luke Bedford and Seth Tipper:

ND: What initially inspired you to participate in dance?

Seth: I was already doing Parkour outside of school so enjoyed the physicality of moving around spaces in creative ways. Being exposed to dance as a compulsory subject in Year 9 further fuelled that enjoyment and opened up my mind to other interesting ways of moving.

Luke: My dad introduced me to dance by showing me videos on YouTube. Whenever I heard a tune I liked my immediate response was a desire to move to the rhythm. I did dance at my previous school and really enjoyed it so it was natural for me to continue this at Hurst by accessing the co-curricular dance clubs and choosing it as one of my GCSE options.

ND: What aspect of dance do you find the most challenging?

Seth: There are so many things to get right, but in a good way, and this provides a sense of personal challenge and determination to make it perfect.

Luke: Choreographing from an initial stimulus and transforming responses into original and interesting movement material can be really difficult but it is very rewarding when you suddenly feel inspired and get a rush of ideas.

ND: How has participating in dance changed any preconceptions you may have held about boys who dance?

Luke: Sometimes people think that if boys study dance then it has to be street dance, whilst girls do ballet, but I think as a dance student it is good to learn a variety of styles in order to become a more versatile dancer.

Seth: When I was younger, I probably did think that dance was more for girls. From being exposed to dance at Hurst, watching many videos and experiencing it for myself, my opinion has matured and I know that both boys and girls can do any form of dance, and I have never experienced any negative comments. It is normal for both boys and girls study dance at Hurst.

ND: What are the wider benefits that participation in dance provides?

Seth: I definitely feel that it helps with your ability to see and engage with the world in alternative and interesting ways; to think outside of the box; to stimulate your sense of creativity.

Luke: It also helps to improve your confidence. Initially you may feel a bit self-conscious and you might be taken out of your comfort zone, but as you continue and start to progress you feel more accepting of yourself and more comfortable with performing in front of other people.