It’s no secret that I love dance. And so I’m always excited when I manage to find some more opportunities for dance at my school. We have two auditioned performance troupes this year (post stage challenge), but what I’m always looking for are opportunities for anyone to get involved in dance, and for students to explore their own choreography.
So this term, when we were putting together our curiosity clubs (student opt-in groups based on our overall theme for the term), I jumped at the chance to use dance as a context. Our theme this term is justice and control, and so I put it to the students that these contexts could be explored using dance.
One of the most powerful ways to raise awareness and to get people thinking about issues is by telling stories. I’ve always believed in the power of telling stories. And this is fundamentally what dance is about. At its core dance tells stories. And sometimes telling stories without words is the most powerful way to communicate. I love words, but sometimes they get in the way and sometimes they are just not enough to convey the depth of the moment.
So I have a group of 24 students (mostly girls, but two boys – it’s a start at least) who are exploring the idea of persecution through dance. The first couple of sessions we spent talking about the idea of persecution and what it means. Students then brainstormed examples of persecution in current world events and throughout history. Following this, they organised themselves into small groups in which they would work on their dance. Each group chose an example of persecution that they wanted to explore. One group is looking at refugees, two are looking at the Holocaust, two are looking at the French Revolution, and two are looking at Malala and girls’ right to education. For some, there was a decided lack of knowledge on the issue they had chosen, so their first step was to start with what they knew, then explore what they needed to know to start creating their dance.
Once they had an idea of their context, they then had to think about the purpose of their dance. What were the emotions and values they wanted to connect? What were they hoping their dance would achieve? This then enabled them to move into thinking about how they were going to do this, and look at developing the narrative arc. The narrative arc is an interesting thing to discuss in dance, because unlike in a novel or even a movie, it doesn’t need to have closure or resolution. Good dance storytelling challenges us, leaves us on the edge of our seat, puts us out of our comfort zone, or reaffirms what we believe – so it’s okay to leave part of a story untold. To leave the pregnant pause, or the moment hanging, to miss the beginning because we want to highlight the end. Dance is an art and art is about challenging boundaries.
Once they had a rough idea of their narrative arc, it was on to thinking about music choices. We mostly use a contemporary dance vocabulary in our dance programme here as it has the greatest scope for creative story telling and is the most accessible for people with out formal dance training, but also has huge possibility for extension – plus it is the best fit with the type of stories they have chosen to tell. I talked to the students from my own point of view about choosing music, what to look for and think about. By directing them to a few typically wordless artists/composers (Drehz, Nathan Lanier, Olafur Arnaulds and Audiomachine – for those wondering), we were able to get away from the whole but this is my favourite pop song issue. Some still really wanted to use songs they knew and loved, so spent some time looking at the lyrics and whether these supported their narrative arc – in some cases yes, in some cases no, and in some cases some very interesting discussions! Some of the students chose to put together a few pieces of music and so learnt how to edit this with Garage Band. It’s such good learning for them, as this is exactly the process I follow when I am working as a choreographer.
Our third session got into choreography after a brief discussion about the elements of dance. So far I’m really impressed with the choreography I’m seeing, it’s quite visceral and emotive (some groups more so than others). We’ll have a couple more sessions on choreography and then they will think about costuming and if we get to it lighting.
I love seeing them start to really think about how to show their ideas physically, and coming the term after Stage Challenge, I can see the hugely positive impact Stage Challenge has had on their ability to tell a story through dance. The other thing I really love about this process is that it is exactly the same as the one I follow as a choreographer – they are actually doing exactly what industry professionals do, which is such wonderfully authentic learning. Now I just have to hope that some of them are performance ready for the end of term Performing Arts Evening!