| A creative dance class designed for children will | | | | experiences are not without value - participants |
| help them prepare for a future in dance and other | | | | do learn classroom etiquette, following directions, |
| physical activities. In class, dancers are provided | | | | and other skills - they offer little meaningful |
| with the opportunity to use their imagination, | | | | preparation for dance technique or for expressing |
| creativity, and self expression while developing | | | | oneself through movement. |
| skills that are the building blocks of all movement | | | | While dance for young children should certainly be |
| and dance activities. They learn good listening skills, | | | | playful and fun, any program for this age group |
| proper classroom etiquette, and how to move | | | | should be taught by teachers with experience and |
| safely with other children, as well as learning | | | | be specifically designed to match the needs of |
| respect and tolerance for others. Young children | | | | dancers who are in crucial stages of brain and |
| enrolled in creative dance learn and practice basic | | | | motor development. Too often, this is backward |
| motor skills (locomotor and nonlocomotor | | | | in dance studios and the youngest children are |
| movements) and use a variety of music and | | | | taught by inexperienced instructors (sometimes |
| props which enhance self-awareness, control and | | | | teenage students) with no thought as to what is |
| coordination. These experiences are offered with | | | | developmentally appropriate. In my experience, |
| consistent structure and provide many | | | | children enjoy exploration and the freedom to |
| opportunities for mastering skills. This creates a | | | | make choices. Most would prefer not to stand in |
| sense of predictability as well as a safe place for | | | | a line and practice the same movements over |
| the younger child to learn cooperation, increase | | | | and over. In creative dance, children are guided in |
| self-esteem, and attain a sense of | | | | the creation of choreography which is developed |
| accomplishment. | | | | as a result of decisions and choices they've made |
| Early childhood educators encourage preschool and | | | | during exploration of movement, and they are |
| kindergarten programs that are designed for the | | | | encouraged to discover rather than mimic. If I |
| mind of a young child because it has been found | | | | were choosing a program for my own young |
| that most children under 7 or 8 are not ready to | | | | child, I would look for a school that offers a |
| be taught focused subjects while sitting behind a | | | | quality creative dance program through the age |
| desk for long periods. Dance is no different. To | | | | of six or seven and, if possible, beyond. |
| benefit from the intense focus and concentration | | | | Is Creative Dance Just For Kids? |
| of a ballet class which is very structured and | | | | No, the concepts of creative dance are |
| contains extended periods at the barre, it requires | | | | appropriate for any age or level of dancer and will |
| a physical and mental maturity not available to | | | | enrich the education of dancers no matter what |
| most younger children. Children under 7 or 8 are | | | | style or technique they study. This is because, |
| typically neither interested in nor ready for this | | | | through creative dance, dancers young and old |
| kind of learning. Creative dance is perfectly suited | | | | are introduced to the basic elements of dance, |
| to offer preparation of the mind and body for a | | | | including proper alignment, patterns, tempo, levels, |
| younger student, gradually helping them to learn | | | | rhythm, and spacial awareness. Activities |
| self-control and increase their ability to focus. This | | | | frequently offer problem solving opportunities |
| prepares them for the rigors of technique class, | | | | which increase in intricacy as the student grows |
| just as preschool readies students for reading and | | | | and develops. The dancer is given multiple options |
| math. | | | | about how, what and where he/she will dance. |
| What is the difference between pre-ballet and | | | | Creative dance students are given opportunities |
| creative dance? | | | | to utilize these decision making skills in |
| Traditionally, pre-ballet is a class that introduces | | | | improvisation and to create short or long pieces |
| dancers of about six to nine years of age to the | | | | of choreography. Improvisation encourages the |
| ballet class format (barre, centre, traveling), | | | | dancer to think on their feet, react to others, and |
| movements, and techniques (including turnout). It | | | | expand their movement vocabulary. |
| prepares these young students for more intense | | | | Choreography requires the ability to remember |
| and detailed ballet instruction. Many schools that | | | | and predict a sequence or pattern of movements |
| teach "pre-ballet" to children younger than 5 or 6 | | | | (skills essential to understanding mathematics, |
| are combining a large helping of creative dance (or | | | | science and reading). Performances, both informal |
| something else) with very basic basic ballet | | | | (within the class) and formal, help the dancer |
| instruction like feet and arm positions. This is | | | | become more comfortable in front of large |
| because ultimately children younger than five or | | | | groups. In creative dance, students learn to |
| six are not capable of standing still long enough to | | | | appreciate their own individuality. As they observe |
| learn true ballet technique and do not have the | | | | and participate in class they witness that every |
| muscular control to safely perform most ballet | | | | dance and every dancer is special and unique, |
| movements. Some dance studios may label | | | | which builds confidence and self-esteem. Dancers |
| preschool classes as "pre-ballet" or "creative | | | | also learn to work independently and in a group, |
| dance," however some classes have little to do | | | | and that perseverance and dedication lead to |
| with either. These may skim the surface of both | | | | success. The skills developed in creative dance are |
| disciplines, providing follow-the-leader games, | | | | all essential in life and in dance, convincing me that |
| pretend play, and sing-along songs that have little | | | | creative dance would be a beneficial (if not vital) |
| "meat" when it comes to learning the concepts of | | | | portion of any dance curriculum for all age groups. |
| movement or moving. While these movement | | | | |