6 minute read
Representation in Dance Education (RIDE) Resource
In the wake of the Black Lives Matter movement and surrounding conversation on the need for increased inclusivity in dance education, the Decolonising the Dance Curriculum Roundtable was formed. The Roundtable worked together to create a resource to celebrate global majority dance work in the sector, increase representation and affect positive change in dance education.
Dance organisations, exam boards, students, teachers, companies and dance professionals came together to create the Representation in Dance Education (RIDE) Resource, which has been designed to amplify the voices of global majority dance artists in education.
Access the RIDE Resource:
www.bit.ly/RIDEResource
www.bit.ly/RIDEResource
As the resource launched recently, Dance in Education Manager Jo Gatenby spoke to some of the project’s partners on the intention for the resource and the need for change.
Choreographer Shobana Jeyasingh CBE of Shobana Jeyasingh Dance shares her thoughts on the resource.
Shobana Jeyasingh CBE
Photo JP Masclet
What made you want to be a part of this work to diversify the dance curriculum?
This current curriculum refresher is a great opportunity to promote more global majority artists and choreographers currently working in Britain and creating incredible work. It is also a wonderful chance to feature dance works and artists directly questioning colonialism and imperialism. Within this context, our company was particularly interested in highlighting two of our recent works, which directly address the topics of indentured labour in the colonies ('Material Men redux') and Europe’s fascination with ‘the exotic’ and the Orient ('Bayadere – The Ninth Life' (2017) in the 19th Century.
How do you think companies and teachers can work together to improve representation?
How do you think companies and teachers can work together to improve representation? We are hoping that by highlighting more diverse dance works, students and teachers will not only discover new dance vocabularies, styles and choreographers but be encouraged to look at different historical perspectives and to know the world as being comprised of equitable narratives. This resource features artists from a wide array of dance influences, genres and traditions. These will add to and enrich current and often culturally restricted definitions of “classical”.
What would positive change in dance education look like?
Hopefully, teachers and students will reflect more deeply on how dance is created and join forces with professional choreographers and dancers to create and teach new works. Finally, we hope this resource may encourage teachers to deliver their work in collaboration with their teacher colleagues, investigating the many contexts (historical, geographical, political, social, artistic, cultural…). within which dance and dancemaking happen.
Shobana Jeyasingh CBE
Monica Ande, Head of Dance at Hampstead School, shares her thoughts.
Monica Ande
What made you want to be a part of this work to diversify the dance curriculum?
For such a broad and beautiful genre, I have been waiting for the curriculum to be updated and more reflective of the different types of dancers and their history as it is equally important and deserves to be taught to our young people.
What are some of the ways you bring global majority dance styles into your classroom?
I have always taught a diverse curriculum in KS3 (Year 7 – 9). I have tried to consistently share more knowledge on the practitioners young people can look up to.
I have looked for more opportunities for young aspiring dancers to study dance as a career. For instance, this year, the students are studying street dance, jazz, contemporary, bhangra and Afrobeat, and this is also supported in our extra-curricular classes.
What would positive change in dance education look like?
An increase in appreciation from families, students and staff of the importance of dance as well as an awareness of the authentic full history of dance. I’d love to see more students from the global majority studying dance both in and outside of school and ultimately pursuing a career in the profession.
One Dance UK’s Dance Ambassadors Mohika Shankar and Kashish Gaba share their thoughts from a youth perspective.
Mohika Shankar
Kashish Gaba
Why do you think there is a need for change in dance education?
Kashish: The process of ‘decolonisation’ and working towards wider representation in dance education is not just for the benefit of the underrepresented. In addition, it should reflect a wider understanding of movement, arts and cultures which will inform our future leaders. Dance education in the UK has been inward facing for a long time, and through opening up our practice to more global communities, we can offer a more equitable education in dance.
Which featured artist inspires you on the resource and why?
Mohika: I have been inspired by the breadth of projects produced, supported, and delivered by Akademi, London. As a student of an Indian classical dance form, Kathak, it is so heart-warming to see the initiatives taken by Akademi, and similar organisations, in developing and nurturing classical, contemporary, popular, and participatory South Asian dance across the UK.
What has your involvement been with the Decolonising the Dance Curriculum Roundtable?
Kashish: It was a wonderful opportunity to meet like-minded artists, educators and representatives from leading organisations. As a One Dance UK Dance Ambassador, my shorter-lived experience in ‘the sector’ never became an issue in the conversations. I contributed to setting up short term and long-term goals for the group. I even had a chance to add to the resource list.
What are your hopes for the future of dance education?
Mohika: In an ideal world, I hope that all children and young people, regardless of their background, where they live in the UK, starting point or financial status have equal access to high-quality dance in school and out of school.
Be part of the resource and the conversation
We acknowledge that this resource is not fully comprehensive and doesn’t represent all global majority work in the sector. RIDE is a starting point to be developed and built on.
If your company’s work is not shown or you have recommendations, please do get in touch. We would love to hear from you!
Plans are in place for the resource to be updated annually.
If you are interested in your work being part of the resource or joining the Roundtable please go to www.bit.ly/RIDERoundtable
