YOUNG PEOPLE’S DANCE: A TEN YEAR VISION

A Ten Year Vision 2010 – 2020 for the development of dance for children and young people IN England The Ten Year Vision shows where children and young people’s dance is now and Everybody where we want it to be by 2020.

Can Dance It has been produced by different sectors coming together from dance, education, but not physical education and school sport to realise the full potential of dance to everyone develop young peoples’ well-being gets the and life opportunities. chance

3 What’s What’s so good about dance? Dance Inspires, so good Challenges And Excites “I want dance to be known for Young people dance for fun, to learn Dance represents great value: unique what it does – it brings together and improve their skills in dance and among all other school activities, sometimes train for a career. They value it contributes to both the art / culture the whole body with the mind dance for what it is: an accessible, and physical activity offers. about and personality to express adaptable and enjoyable form of ideas & increase fitness. physical activity, cultural and artistic No matter how the economic climate It is musical, physical, diverse, expression; as well as for what it can may change, investing in dance for our social and competitive. . . do: it improves fitness, educational young people remains vital because attainment, opens up new career it plays an essential role in the making dance? It does everything!” opportunities and widens their artistic of our future citizens, workforce, and cultural horizons. entrepreneurs and artists. Chris, 19, National Young Dance Ambassador Dance makes the body the instrument of expression, dance removes barriers between an individual and what they want to communicate. Its contribution to education is unique because it combines bodily movement with creativity and imagination. As a body of knowledge it illustrates the development of human culture and society. The UK education system is a world leader in defining dance as a subject for study: its history, genres, choreography, aesthetics, politics and its relationship to the other art forms.

4 5 DANCE Dance In 2010 IN 2010 Young people’s appetite for dance Because it plays a vital role in helping “Dance is built into the very fabric of is keener than ever and continues to young people achieve and sustain the school and helps to drive up our grow. Wherever young people look physical well-being, dance can help examination results and value added and listen, dance is there – it’s an tackle issues of obesity and other health scores, particularly among students essential part of their culture. problems. It has particular appeal to with low self-esteem. Dance has a people who may not readily engage with huge impact on students’ sense of From ballet to bhangra, tap to traditional sports, such as young women connectivity to the school and their tango, salsa to street, dance in and some cultural / ethnic groups. general fitness, as well as enhancing the UK is astonishingly diverse and learning in other curriculum areas as phenomenally popular. Almost a result of marked improvements in everybody can find a genre that powers of concentration and overall prompts them to have a go. confidence.”

Dance breaks down social and Mr Elliott Furneaux, Headteacher cultural barriers and improves Heathfield Community School, communications between individuals Taunton, Somerset and groups. It is an effective medium to promote community cohesion, expressing people’s common purpose “Dance is important to me through dancing and performance. because it brings people together to spark ideas that are difficult to touch on.”

Felicity, 17, Somerset

6 7 So why do So why do we need a Ten Year Vision? We Still Have A we need a Long Way To Go This country has already achieved a Although we can boast pockets of great deal in offering dance to some excellent practice, in many parts of the children and young people – in fact country access to dance is uneven. we’re among the world leaders. Young people’s demand for dance Ten Year teaching and activities is not being met The development of dance in in schools and communities. schools, through the curriculum and examinations, as well as the range of The first investment to address this was dance opportunities offered in the youth for Youth Dance England to deliver a Vision? and community dance sectors are an National Brief to develop young people’s inspiration to many other countries. dance. This has had a major impact by improving the coordination beyond school between different parts of the dance sector and partners in arts, health, physical education, sport, and youth services. “I was very lucky in attending a school that taught dance. What we now need is a clear approach If I had gone to another to the future of dance: a Ten Year Vision school I would not have to build a coherent country-wide offer. had the chance.”

David, 15, Hampshire

8 9 Who will Who Will Do It? do it? A number of key organisations are The collaborating organisations include: working in partnership to ensure that this Vision for dance will be realised by • Youth Dance England (YDE) and • Specialist Schools & Academies 2020. Each of the organisations brings National Network: YDE is the national Trust: is an independent, expertise, programmes and networks organisation that champions dance membership organisation dedicated that can increase children and for children and young people in to raising levels of achievement in young people’s access to dance. Our and beyond school. It has created a secondary education. Vision will form the basis of a five-year network in each of the nine regions • Youth Sport Trust: is a charity strategy to be produced by these key with sub-regional hubs to support which works with a variety of school organisations and the wider local delivery. networks to build a brighter future dance sector. • Association for Physical Education through PE & sport. (afPE): is the UK representative In addition: many dance organisation for people and organisations and individuals were agencies delivering, or supporting consulted, including a large number the delivery of, physical education in of young people through regional schools and in the wider community. forums and national consultations • National Dance Teachers whose views and opinions have Association (NDTA): is the leading formed the bedrock of the Vision. subject association for dance “Our School Dance in schools. It is a membership Coordinator has made a organisation led by teachers for tremendous impact in such a teachers who work to ensure that all short period of time - all schools young people in the UK have access need to have access to one.” to dance in schools. Lisa Lort, Host of South Gloucestershire SDC 10 11 What will What Will It Do? it do? “We need to create an The Vision aims to provide a cohesive The lasting legacy will be for young unbroken thread of experience dance offer for all children and young people to become life-long dance people up to 19 years (24 years for enthusiasts and participants - and for a which links first steps to disabled young people) across England. few, our dancers, choreographers and a professional career.” It will include schools (including teachers of the future. alternative educational establishments Kenneth Tharp, Chief Executive, such as short-stay schools, young To achieve this, the Vision will bring The Place, London offender institutions and hospital schools) together schools, community, dance as well as arts, dance, sports and organisations and professional dance youth organisations. artists to support young people’s dance “Cornwall Youth Dance to provide a cohesive experience. We want to create a rich dance Company (CYDC) inspired and experience that allows young people encouraged me to go into full to not only participate in a range of time vocational dance training. dance genres, but also to give them the When I finish my degree, I want experience of dancing, creating dance, to give back to people what performing, viewing and taking on leadership roles. CYDC gave me.” The key objective is to provide a James, 20, dance student seamless dance experience that takes an individual from first steps in dance, deepening engagement through participating in dance in and beyond schools, to progression onto training for a dance career.

12 13 Where Where Is Dance Currently Offered? is dance In School and Colleges Beyond School • As part of the curriculum in primary • Classes, workshops, residencies, and secondary schools projects, performance groups offered by dance and arts organisations • As an examination subject at GCSE, A/S and A2, BTEC and Diplomas • Activities offered through youth clubs, currently community projects • As part of extended school activities such as clubs, groups and • Activities offered through health performance companies service providers and, General Practitioner (GP) referrals • Dance companies and artists offered? delivering performances, residencies • Centres for Advanced Training (part- Some - but by no means and workshops to enrich and extend time non-residential training) and all - young people can the curriculum residential vocational dance schools experience dance in (funded by the DfE’s Music and the following settings: Dance Scheme) • Classes offered by the private “Dance needs to take place dance sector in various genres with in spaces that not only meet the opportunity to take graded health and safety standards, examinations, participate in but actually inspire young performances and competitions people in their artistic and • Activities offered through sport physical explorations.” centres, community centres Professor Anthony Bowne, Principle, Trinity Laban Conservatoire of Music and Dance

14 15 This is the This Is The Current Situation current Beyond School There is an array of different providers of In many areas of the country young dance beyond school. Some publicly people experience difficulties in finding subsidised dance agencies, sport and opportunities to sustain their dance youth centres and also dance schools participation into adulthood: where situation and organisations run on a commercial dance provision exists it is mainly There is no guarantee that all young In school basis. They provide opportunities for focussed on young people, rather than people have access to dance in increasing the amount of dance that adults. There is a need for more dance school or have the opportunity Dance is included as a compulsory However, in the majority of schools it is young people can participate in, activity for young people of 19 years and to participate in dance in their activity within the primary school PE taught by non-specialist teachers at extending the range of dance they can older, to help them remain involved in communities. curriculum and an optional activity within different levels and intensity. For example, do and also helping them to progress dance. the secondary school PE curriculum. The in secondary schools it is mainly taught in dance. It is difficult for many young position of dance at both primary and by PE teachers who have varying people, their parents / guardians and Young people mainly attend dance secondary level throughout the country experience and confidence in teaching teachers to know how to navigate their performances in groups organised by differs from school to school. dance. In response to the popularity of way through these opportunities and find their schools, youth dance groups or dance, schools introduce it to their pupils out what might suit them and how they private dance schools and sometimes The time available for dance, the but many do not have the resources to can get involved. There is also a cost with their families. They are therefore content of the dance curriculum, and deliver a consistent and progressive offer. barrier for some young people and their highly dependent on informed adults the specialist skills and knowledge of the families as many of these opportunities who are in a position to help them take teacher varies considerably between need to be paid for. advantage of these opportunities. schools and Local Authorities.

There are many examples of established dance departments and specialist dance teachers that show the potential of what can be achieved and provide their pupils with a high quality dance experience.

16 17 We’ve done a lot We’ve Done A Lot In A Short Time in a short timE In spite of being second only to football The impact of the £5.5m investment is: as the most popular physical activity • More dance activity created at • Models tested for providing access to • Specialist information provided for • Professional dance companies and of the nation’s youth, dance attracts county / unitary / borough (for specialist dance teaching for schools organisations and individuals: giving artists showing increased interest in startlingly low levels of funding. London) levels across the country using low levels of investment. One advice, contacts and specialist know- working with young people’s dance In response to under-investment in through establishing cross-sector full-time School Dance Coordinator how for delivering dance projects for e.g. Ballet Boyz including young young people’s dance, the Tony working – bringing together for the for between 12 – 15 secondary and with young people. people from youth dance groups Hall Review was commissioned by first time arts / dance / education / schools, providing schools and in their touring productions, Wayne Government. The recommendations • More progression routes provided for health / sport sectors to increase the LAs with a model for addressing McGregor (Youth Dance Champion), arising from the Review led to the gifted and talented young people number of courses, performances, longstanding issues of supporting Arlene Phillips (YDE’s Patron), and production of a National Brief to to develop their skills to take the first events and youth forums. non-specialists to teach dance. Royal Opera House ballet artists develop young people’s dance with steps towards a career in dance and mentor and support young people an accompanying investment of £5.5 • A unique national model for local • Improved dance provision in the creative industries (for instance engaged in the YDE Young million, over three years (2008-2011), for delivery created: building the and beyond schools by creating YDE Stride! – for young leaders, Creatives project. YDE to implement with a range of key capacity of existing dance / arts and implementing a national YDE Young Creatives – for young organisations and a national network organisations and schools to reach performance framework – U.Dance choreographers, and National Young • Raised profile of dance through of partner dance organisations, local out to develop dance for young (designed with NDTA, SSAT, YDE and Dance Ambassadors and regional increased promotional initiatives authorities and schools. people in and beyond schools that is YST) – to increase the number of youth dance forums for those who to extend range of young people, economical and provides strong links dance performances that encourage want to champion dance for all teachers and organisations engaged with the professional dance sector. cross fertilisation of practice in young people.) in dance through interactive order to raise standards and profile. databases, social networking Training and supporting dance campaigns and web sites. practitioners to work with schools and creating the first dance teaching The per capita spend on dance through the £5.5m qualification for practitioners to investment is 58 p (19p per year 2008-2011). To put this in perspective: £38 was spent on music and work with young people in informal / £79 on School Sport in the same period. out-of-school settings.

18 19 Where Do We Want To Be In 10 Years Time?

I do dance every week, in lesson time, I’ve just found out about a new style of Some elements of this story may be with my teacher who is really good at Rocklin’ and looked it up on the online familiar to a few young people in dance and knows what dance stuff is directory – it listed a class in the next 2010, but for the majority most of these happening locally. I start some days with town. I’ll have to ask my mum if she can experiences are unknown. The aim is to a breakfast dance club – that’s a real take me on the way to her Tango class – make this a recognisable scenario for Where do wake up! I’m going to join a performing if not, I could always pay online to get a all children and young people by 2020. group that I can get to on my own. I’ll be demo of the class. Maybe I could share doing performances about three times a this with Frank… not sure he knows about year. I want to let my mate Frank see the this kind of Rocklin’. we want dances that I do over the web – I met him at the South West dance festival. Company Zee came to our school last year and did a great session showing us I can take a dance qualification at stuff that was really different…it gave me school in a couple of years and I’m some great ideas for the school dance to be in 10 getting some advice from school show. I’m going to see Company Zee about whether I should be thinking of a next week, they’re performing a show performance career or perhaps going I’ve not seen, but the sampler download into Dance Production (or I may just stick looks great. I want to get a few friends to my other interest - engineering!) My to go with me. We can save money on years time? mum said I could ask my teacher if I can the fare – and on music downloads that do a few try-out sessions that the Centre go with the show – by using our for Advanced Training are running at Go C It cards. school next week, to see if it I want to do serious dance training.

20 21 What What Are The Priorites? are the priorities? To make this scenario real for all young people by 2020, we need to address the following issues: • Restricted access to dance in • Lack of dance spaces: young people and beyond schools: all young need to dance in spaces that meet people must have access to health and safety requirements dance programmes so they can and inspire artistic and physical progress their interest to whatever exploration. level they wish and are able. • Strengthening the national young “Youth Dance England has made In particular, boys should have people’s dance network: to provide a enormous strides in a short period equal access to dance in school cohesive, well connected and quality of time to make a real difference and be encouraged to take part assured dance offer for all children to the opportunities children and in dance beyond school. The and young people in England. young people have to dance in and cultural diversity of practice and beyond schools. There is much more practitioners needs to increase. • Workforce development: the number work to be done but they have made of skilled teachers, practitioners and • Focusing on the least engaged: an excellent start in realising the artists working in and beyond schools making sure that those young ambitions of the review into dance needs to be increased and reflect the people who face the most barriers education and youth dance.” gender balance and cultural diversity to participation are reached. within the population. Tony Hall, Chief Executive, Royal Opera House. 2010.

22 23 These are These Are The Goals the goals There will be excellent dance provision • Access intensive training for those This will provide a strong element to the in and beyond schools that enables young people with exceptional talent developing cultural education offer, all children and young people living in making a popular and relatively under- • Dance in spaces that meet health England regardless of their resourced area of young people’s and safety requirements and are background to: artistic and physical activity more conducive to artistic and physical widely available. development • Be taught and led by a confident, skilled dance workforce in and • Be a member of a young dancers “I totally believe in the outside school that reflects the forum, to shape the dance provision transformational power of diversity of the UK population and is in their schools and communities and dance, but only in the hands able to work in a range of settings, actively advocate its benefits to other of a good teacher / practitioner. young people and wider society including engaging the disengaged It is not enough to put students • Access high quality dance • Become discerning viewers of in a room with a dance teacher throughout their school career dance through attending regular and assume the magic and have the opportunity to take performances and developing their will begin!” examinations in dance critical faculties

• Take part in dance activity at different • Obtain good career advice on Jackie Mortimer, levels and in various genres in their progression routes that will help them Head of Dance, Brockhill School, Kent communities, on a regular basis and take the necessary steps to become near where they live a dance professional • Develop their cultural, artistic, • Have access in their community to aesthetic and critical skills and a range of dance activity when they sensibilities to create, perform and leave school. appreciate dance

24 25 This is how This Is How We Will Do It we will 1.Workforce Development Careers Advice Teacher Training and Beyond school: Continuing Professional Careers resources produced for schools, Development (CPD) Increase the number of dance out-of-school groups, local authorities, practitioners who have a recognised do it careers services etc. with information In school: qualification for teaching children and available on the breadth of dance young people. careers and progression routes. Widen access (numbers, gender and ethnicity) to Initial Teacher Training, A register of qualified dance artists, through increasing number of PGCE practitioners and teachers working 1. Workforce Development Pre-Vocational Training dance places and allocating funding with young people made available to schools for Graduate Training online to the public and employers. 2. Entitlement to Dance in and Centres for Advanced Training (CATs) Placements in dance. Beyond School to increase outreach and number of Regional hubs established, bringing 3. Focus on the Least Engaged satellite centres to broaden recruitment, Masters courses for teachers to offer together dance organisations with 4. Improve Spaces for Dance extend dance genres offered and dance modules, giving them access to HEIs to offer comprehensive training 5. Strengthen Networks embed programmes within young accredited dance CPD. programmes for a diverse workforce. and Partnerships people’s dance networks. Centralised listings for dance CPD offered by organisations and agencies to be Further and Higher made available online. Education Institutions (HEIs)

Dance organisations and HEIs work together to prepare students for a range of careers in dance, and in particular, working with young people.

26 27 This Is How We Will Do It

2. Entitlement to Dance in 4. Improve Spaces and Beyond School for Dance

Advocate and work with Government Dance companies to be linked through Make available to schools, arts and to ensure that dance is fully the young people’s dance network to community / youth centres information recognised as a valued part of the ensure more schools and out-of-school that details what is required for different curriculum contributing to both the dance groups can attend performances types of dance spaces. arts, cultural and physical education and participate in projects. of all children and young people in schools . 5. Strengthen Networks 3. Focus on the and Partnerships Comprehensive information, advocacy Least Engaged and support materials made available Young people’s dance networks to be to school leaders, governors, parents Dance practitioners and organisations extended across the country to support and local authorities, promoting what supported to secure contracts with local local delivery of dance programmes, in constitutes a good dance offer in and authorities, health providers and other and beyond schools. beyond schools, including models for bodies to deliver dance programmes for establishing dance programmes in young people at risk of being excluded. Young people’s dance forums increased different settings. to improve communication between Funding and resources targeted into young people and young people’s Online support made available for areas of social deprivation, creation of dance networks to shape delivery. queries on dance from young people, dance programmes to stimulate and Young people’s dance networks school leaders, teachers, practitioners sustain local participation. to be connected to complementary “Dance has evolved from and parents / guardians. arts, health and school sport networks, being a personal joy in my life Building the evidence base that to support a broad arts, cultural and to being the vehicle to take Use of communication technology demonstrates the benefits of dance on physical activity offer for all me to see the world, meet for networking, training, creating and young people’s educational attainment, young people. people, and discover myself.” sharing dance to be promoted to health, well-being and general welfare. schools and local organisers. Taha, 17, National Young Dance

28 Ambassador 29 So That’s What’s So Good About Dance

What Can You Do To Help Us Realise This Vision? Help Us Achieve Our Goal:

Do you want every young person to have access to consistent Pledge your support for the future of and comprehensive high quality dance experiences in schools dance by joining our Ten Year Vision for Children and Young People’s Dance and in the localities where they live? 2010-2020 Facebook page. Have your ...So that’s say, receive regular updates on the Youth Dance England is to take the lead on producing developments of the Ten Year Vision and come along to exclusive events to what’s good a strategy to deliver this Vision in consultation with all the network and share ideas. organisations involved. Facebook address: www.facebook.com/tenyearvision

about dance To access much more information and data, visit us on: www.yde.org.uk

30 31 DANCE IN NUMBERS • 91% of schools provide dance in • 48% of schools only offer dance • 40 sub-regional hubs have been the curriculum* to girls** created and work across 33 London Boroughs has been delivered by nine • 86% of schools offer Dance Clubs / • 17:1 Female to Male students Youth Dance Strategy Managers**** Out of Hours activity* studied GCSE and A Level Dance in 2008/2009*** • 8 School Dance Coordinators work • 62% of schools provide with 102 schools** opportunities to present • 1:3 Male to Female young dancers performances* took part in the U.Dance England • Investment in regional youth dance performance**** development in 2009/10 levered • 39% of schools offer opportunities £1.20 for every £1 invested**** to see dance performances* • 8% of schools in England took part • 25% of dance spaces in schools • 10% of teachers teaching dance in in U.Dance (2008-2010)**** are rated as poor** school have a degree in dance and qualified teacher status** • 87,840 young people have taken • 77.3% of A Level dance students part in U.Dance (2008-10)**** achieved A* - C Grade in 2009*** • 60% of teachers teaching dance in schools are Physical Education generalists* • 88% of teachers of dance in schools are female** • 97% of teachers of dance in school are of a white cultural background**

*Source Youth Sport Trust Audit of Dance in **Source YDE School Dance Coordinators ***Source AQA English Schools (March 2008) Audit 2009 **** Source Youth Dance England monitoring (June 2010)

32 Ten Year Vision

Organisations & Individuals Consulted: Publication Production:

Programme Board members: Magpie Dance Youth Dance England team Arts Council England, Association of Physical Education, National Dance Teachers Association, National Youth Dance Network: Copy: Ofsted, Qualifications and Curriculum Dance City, Newcastle; The Lowry, Salford; Philip Browning Development Authority, Specialist Schools and Yorkshire Dance, Leeds; Dance 4, Nottingham; Photographs: Academies Trust, Youth Dance England, Youth DanceXchange, Birmingham; The Junction, Brian Slater, Rachel Brown Sport Trust, Veronica Jobbins and Chris Thomson. Cambridge; Sadler’s Wells Theatre, London; Hampshire Dance; Eastleigh; Dance South West, Design: Sujata Banerjee Bournemouth/Exeter. www.crushed.co.uk Candoco School Dance Coordinator Network: Council for Dance Education and Training and Blackburn with Darwen; Worcestershire Arts member organisations Service; Brockhill Performing Arts College, Kent; Gloucestershire Dance; Caister High School Arts Dance Educators Group: College; Leytonstone School Sports Partnership; leading dance company education departments Durham County Council and Nottingham City Dance Consortium and Dance Council. Touring Partnership: leading dance programmers and National Young Dance Ambassadors venue managers Positive Futures Dance United Department for Education’s Music and SW Youth Dance Forum Dance Scheme Expert Panel Young people attending regional and national Foundation for Community Dance YDE programmes

Independent artists: consultation led by Wayne McGregor (Youth Dance Champion)

COLLABORATING ORGANISATIONS: