Ralph Buck (National Institute for Creative Arts and Industries, University of Auckland) focuses on how we might develop sustainable dance education practice in the primary school classroom. He emphasises the importance of changing perceptions about dance in terms of the associations with femininity, ability, performance, mastery of skill and elitism.
Children have a fundamental right to be safe while involved in dance, sport or associated activities and teachers need to be aware of their legal obligations.
These Safe Dance ® practice guidelines include how to set up a safe learning environment, what makes a practice or performance venue safe, the importance of cater for physical different bodies and abilities, how movements might impact on the body, and simple injury prevention and management strategies.
A checklist of skills, knowledge, considerations and practices that form the basis of good teaching methodology. Some are generic and apply to good teachers of any discipline, while others are specific to dance and artistic instruction.
Ausdance National membership information—services, fees, rights and benefits.
Participating in dance provides creative, healthy and stimulating experiences for young Australians. Dance is now a part of the Australian Curriculm which means every young person will have the opportunity to experience dance. This offers huge potential for developing creativity and innovation across the curriculum.
Australia is at the forefront of dance injury epidemiology efforts; the Safe Dance Project Report on dance injury prevention and management in the Australian dance profession, known as Safe Dance®, was launched over 25 years ago. It was the first study of its kind conducted in Australia and showed an alarming prevalence of both chronic and acute injuries in Australian dancers. These findings led to a variety of recommendations and initiatives, including a recommendation to repeat the Safe Dance study regularly to evaluate the effect of these initiatives and provide further insight into dancer health and wellbeing.
With the arts now part of the Australian Curriculum, we continue to promote dance as a key artform in alongside music, visual arts, drama and media arts.
The 2013 Dance Education in Australian Schools (DEAS) roundtable focused on ‘best practice’ for dance in the classroom and how to engage with professional dance companies offering dance education programs.
After nation-wide research, Innovation and Business Skills Australia concluded that 'there is strong industry and community demand for national qualifications to help lift standards across the profession and set clear national benchmarks which promote consistency while maintaining flexibility'.
Identifies four ambitions for 2012, with a list of achievable objectives. These ambitions reflect the diversity and dynamism of dance in our communities. They require our energy and attention to ensure that dance, as an artform and an enjoyable form of recreation for all, remains at the heart of Australian life.
The Australian guidelines for teaching dance outlines codes of ethical and professional behaviour and emphasises the importance of safe dance practice and teaching methodology.
We designed it to help dance teachers and students by providing minimum standards, and by suggesting ways teachers can maintain or upgrade their teaching skills. Parents can use the Guidelines to help choose a dancing school or group for their children.
Published every two months, and themed around an event or popular dance topic, our email newsletter reflects on professional dance practice and shares ways for you to get involved.
Dance, Young People and Change brought together young people, parents, educators and others from around the world to share and consider the role of dance in young people’s lives. It provided critical evaluation and reflection on approaches to dance learning, teaching and curriculum for young people and offered opportunities to critique the relevance of dance for young people within education and community contexts.
Teaching methods and professional development for dance teachers.
A collection of arts papers attempting to define what is meant by ‘literacy’ in each art form.
by Julie Dyson, Chair
NAAE is coordinating the publication of a new edition of its highly successful More Than Words Can Say – a View of Literacy Through the Arts, last updated in 2003. This has meant re-engaging with the original authors and commissioning a new Foreword. We’re delighted to announce that this will be written by arts educator Professor Robyn Ewing AM of the University of Sydney, author of the influential research paper The Arts and Australian Education: Realising potential.
The dance chapter has been revised by Sue Fox, Principal Education Officer (Dance & Drama) at the Queensland Curriculum and Assessment Authority (and an NAAE member), with support from the original author, Ralph Buck. We look forward to publishing the completed edition with all arts forms later this year.
In the meantime NAAE is in the process of setting up a meeting in June with the Ministry for the Arts in Canberra to explore the possibility of bringing together some of Australia’s leading STEAM advocates. We recognise that there is good work currently being done across Australia to have the Arts included in the Science, Technology, Engineering and Mathematics (STEM) agenda, but we think it would be beneficial to come together to map some combined advocacy strategies.
Also on the NAAE’s radar is sharing information with the new Labor for the Arts group, which we note has indicated a strong interest in arts education. We have proposed a meeting to introduce the NAAE and its work, and to find out more about this group’s aspirations. The group was launched in March by Shadow Arts Minister Tony Burke, followed by a panel discussion with industry leaders discussing cultural diversity in the arts. You can learn more from their Facebook page. In the meantime, NAAE maintains its policy of advocating for arts education to all political parties and politicians in Canberra, and we look forward to further meetings in Canberra soon.
Finally, we congratulate NAAE member John Saunders, President of Drama Australia and Education Manager at Sydney Theatre Company for his new publication (with Prof. Ewing) The School Drama Book: Drama, Literature and Literacy in the Creative Classroom. John has also written a very interesting article, Drama in the Australian national curriculum – the role of advocacy, which documents the role of advocacy in the arts, and includes the influence of NAAE in the development of The Australian Curriculum: The Arts. John will also represent NAAE at a Labor for the Arts education and the arts forum to be held on Saturday 29 July at the Sydney Town Hall.
Ausdance Educators Queensland (AEQ) is a voluntary group of dance teachers who work across primary, middle and senior secondary schools, from the independent, Catholic and state sectors. Collectively they form a strong support base for Queensland’s teachers of dance in schools. These teachers also represent Queensland’s teachers at national dance education meetings and forums.
The AEQ hosts workshops and meets to discuss current issues. They want to hear from you about your ideas and needs so join their Facebook group.
- Dates: Friday 5 May – Saturday 6 May
- Location: Queensland Ballet studios at the Thomas Dixon Centre in West End, Brisbane.
The conference will have professional development opportunities for primary and secondary dance generalists and specialists.
For conference program and registration, visit Ausdance Queensland.
The National Advocates for Arts Education (NAAE) has had a very productive start to 2017, with the NAAE paper advocating for inclusion of the Arts in the STEM agenda being submitted to the Federal Government’s Inquiry into Innovation and Creativity: Workforce for the new economy. The paper was co-authored by John Saunders and Sandra Gattenhof (Drama Australia), with input from all other artform members of NAAE, including dance educators Jeff Meiners (SA) and Sue Fox (Qld).
While most people only refer to STEM (Science, Technology, Engineering and Mathematics) when discussing innovation and creativity, the Arts are considered in many countries to be an essential element of an innovative economy, hence the increasing advocacy for STEAM in Australia. We note with real concern that the arts were not included in the Federal Government’s original National Innovation & Science Agenda, nor do most submissions to the current inquiry mention the Arts.
However, strong submissions were made for a STEAM agenda by several prominent organisations, including the Australian Major Performing Arts Group (AMPAG), the National Association for the Visual Arts (NAVA), the Australian Copyright Council, and Arts Educators, Practitioners & Researchers Australia, as well as several universities.
NAAE wants to bring together all those advocates for STEAM and develop a new strategy for increasing the voice of the Arts in this country’s innovation agenda.
To keep up with current NAAE agendas and discussions about future activities, go to our NAAE Facebook page and join the conversation.
Julie Dyson – Chair
To ensure a safe environment for dance students, Ausdance will soon publish a studio policy pack, containing best-practice recommendations and sample policies to assist teachers and studios to meet their legal, ethical and moral obligations.
In an important development for arts education research in Australia, the National Advocates for Arts Education (NAAE) has negotiated with the National Library of Australia (NLA) to accept its archival material. After almost a year of cataloguing and sorting, the NAAE archive is now safely rehoused at the NLA from its original home in the Ausdance National library.