Various issues of contention and debate are continuously associated with dance in education. Methods for the delivery of dance and the position of dance within a school curriculum vary extensively throughout the country. A predominant issue connected with the teaching of dance in schools, however, is that of access. If pupils are not exposed to dance, they are therefore unable to experience any of the potential benefits of the study of dance. As a female-dominated art-form, the issue of access is particularly pertinent to boys, and the so-called 'gender problem' in dance is an area of frequent debate. This gender issue was featured at the NDTA 10 year conference held at the Laban Centre, October 1998, in the form of a 'boys dance seminar'. One school featured in this seminar was South Dartmoor Community College, whose boys dance project has made an impact in the college, the region, and other sports colleges throughout the country.

South Dartmoor Community College: The Boys Dance Project

Rachel Hutchinson is Head of Dance at South Dartmoor Community College. A PE-trained teacher, she initiated a dance performance in the college three years ago due to a personal interest in the subject. Consequently, this became the starting point from which dance as a subject of study grew. Through her hard work and dedication, every pupil at the college now takes dance in years 7, 8, and 9, and dance is also offered at both GCSE and A-level. After-school dance clubs and pre-school dance classes are becoming increasingly popular, including the Boys' Group, South Dartmoor Community College Dance Company, and the Devon Boys' Youth Dance Company, also run by Rachel and held at the college.

photo: BS Dance Pics click this image for a larger version (300kb)

The catalyst for this exceptional amount of dance activity was a boys project set up by Rachel in 1997. A noticeable lack of male participation in the college dance performance led Rachel to address the issue of dance and gender. A residency by Rambert Dance Company designed exclusively for boys was brought into the college, and used as an initial stimulus. Participants included a few targeted boys to ensure the inclusion of those 'cool' gangs that could potentially make life difficult for other boys if they had been excluded. Following this, Rachel's 'challenge' tactics ensured that the boys turned up for the first dance session, and from then on, together with support from the college principal and other members of staff throughout the college, the boys project gradually evolved.

Stereotypical images of male dancers were immediately dispelled by Rachel, and she placed the onus on the boys themselves, asking the group what they would like to do during the dance sessions. This tactic gave the boys a sense of ownership, and more importantly kept their attendance at the sessions. Rachel played on the 'macho' image of movement, using strong lines, fast sequences and challenging exercises. A piece using dustbins, Controlled Freaks gave the boys a common goal, a structure within which to work, a more varied movement vocabulary, a sense of performance and ultimately a place in the BT Festival of Dance Awards at the Queen Elizabeth Hall in London.

The boys dance project was fundamental in the schools bid to gain Sports College status in 1998. The boys group then received funding for a tour of other sports colleges around the country, presenting a workshop taken by the boys themselves, and a performance. The group experienced mixed receptions throughout the tour but always left the colleges with a sense of achievement, having left a positive image of dance with the boys there.

Numerous factors have contributed towards the success of dance within South Dartmoor Community College highlighting the issues surrounding dance and the way it is portrayed in schools.

The introduction of dance in a school and the first impression that pupils receive can often be a deciding factor in the acceptance of dance. The emphasis on physicality, strength and dynamic quality successfully acquired the boys' interest in dance. Now that a commitment to the subject is established, Rachel is now able to experiment with different styles and forms of dance, continually expanding the boys' knowledge.
The connection of 'respected' sports-team players with the project gave dance instant credibility, consequently peer group pressure never became a pertinent problem. Comments concerning dance and men with stereotypical homosexual connotations, usually due to jealousy, were therefore minimal. In this particular school, dance attracts pupils as it is seen as the 'cool' thing to do due to the inclusion of 'cool' boys in the project, however, every school will not be able to adopt this tactic, and dance itself should provide the attraction, not the participants.

The acceptance of dance in the college was aided extensively by an extremely supportive principal and team of staff, which is certainly not enjoyed by every teacher of dance around the country. During the initial stages of the project this staff support proved vital in keeping the boys attendance at the dance sessions. The praise, encouragement and enthusiasm exhibited by members of staff, both within PE and throughout other subjects, contributed significantly to the success of the project and the acceptance of dance throughout the whole college.

There is an association of dance with sport at South Dartmoor Community College, and whether this is viewed as positive for the subject of dance or not, in this case it certainly enhanced the credibility of the subject. Some boys however, still viewed dance as, "just a sport for girls" (year 9 boy). The connection with sport and the emphasis on the physicality
of dance, although it enhanced the subjects popularity with some pupils, possibly contributed towards the alienation of other pupils.

This again focuses upon the issue of access, and whether emphasis on the physicality of dance and a high ability level in group activity restricts and alienates some pupils.

The distinct notions of 'girls' dance' and 'boys' dance' were evident in research undertaken at the college, due to the contrast between the style of dance used throughout the boys project compared to the style usually adopted during college dance lessons. Comments such as: "we do the boys kind of dance and the boys also do more balletic dance" (year 11 girl), reveals an attitude adopted by some pupils throughout the college. This particular girl makes a clear distinction between girls and boys dancing, and even labels girls dance as "balletic", reinforcing a stereotypical image of dance.

Parental attitudes and peer pressure from other pupils can often inhibit potential participants and sometimes sway their perceptions altogether.
At South Dartmoor Community College however, dance is currently a well-respected and popular subject among pupils. Negative images of dance have been completely eradicated and the odd derogatory comment made towards the boys who dance is immediately quashed by both staff and fellow pupils at the college.

One noticeable difference at the college is the strengthened relationship between staff and pupils. The staff support given to pupils of dance has led to greater respect developing between staff and pupils resulting in a mutually beneficial relationship. Relations between pupils have also been greatly enhanced. The girls have respect for the boys who try dance at the college:
"I thought they had a lot of guts" (year 11 girl),
and the boys fully appreciate the support they receive. The attention given to the boys has promoted healthy competition between the sexes rather than jealousy. Collaborative work has also led to new friendship groups being developed and greater social inter-action.

Issues and benefits
The success of the boys dance project, which obviously encountered its problems and drawbacks through various stages of development, has had a huge impact on all of the pupils in the college.
Pupils who were asked about the project felt that dance had made a positive impact on the boys involved. Their attitude towards dance has been revolutionised, it is not now thought of as different or unusual for boys to participate in dance, and many believed that the project :
"had encouraged the boys to participate in other dances and lessons such as GCSE dance" (Year 11 girl),
proving that initiatives in dance can possibly enhance the popularity of the subject and consequently the number of pupils studying the subject.

Many noticed a change in the boys regarding self-confidence and motivation. The physical benefits of participating in dance were evident, providing:
""lots of different skills that you may need in other lessons" (Year 9 girl). The social benefits of dance were recognised, as were the personal skills developed in lessons:
"it also helps in confidence" (year 11 girl).

Academically, some pupils felt that dance also improved
"quick thinking, learning, concentrating, focusing" (year 11 girl).
The skills, techniques and knowledge learned in dance were also seen as beneficial to other subjects in the curriculum:

"in dance you have to use expressive words which helps me in other subjects, e.g. English" (year 11 girl)

Some boys felt that they had missed out by not participating in the dance project, some boys stated:
"I doubt I'd be brave enough" (year 9 boy), whereas others rejected the ideas of dance entirely.

Girls in the college are extremely complimentary of those boys involved in dance, some even believing that dance has had a direct effect on the other college work of the boys:
"I also think it benefits them academically as they are more enthusiastic to come to school and lessons. They are also under more pressure to get work for other lessons done, in case they need to take time out of lessons for dance. They are much more open minded" (year 11 girl)

In one case, a boy was so inspired by the subject that he actually wants to build a career in dance. In this extreme case, dance has inspired and motivated this boy to work harder in other areas of the curriculum in order to build a career.

Attendance rate was, in some cases, seemed to be boosted due to involvement in the dance project. One boy involved stated:
"I feel the project has helped me a lot because it has motivated me to work harder in all my lessons and it has given me motivation to come to school"

For some boys, dance provided
"a chance to prove themselves" (year 11 girl) in a variety of ways, whether in attendance, behaviour, or providing pupils with the confidence to develop social skills, or improve academically. The comment:
"he has become a lot more confident in everything he does" (year 11 girl),
typifies the general attitude among the boys' peers.

For those directly involved in the project, dance has, in some cases, enriched the lives of some boys. The group of boys in the project were a mix, some had behavioural, social or personal problems, some had a lower-than-average attendance rate, and some were very strong academically but lacked a focus in their lives. All of these factors possibly contribute towards boys' current low attainment levels in schools. Many participants lacked motivation in school or the self-confidence to further their own development. Since their involvement in the dance project, however, there have been two significant developments. Firstly, their perceptions of dance have changed:
"my view of dance is a lot different now, and I know now that it's definitely not just for girls. It is a very demanding art and requires a lot of endurance." (boy who participated in the project).

The boys have also noticed a change in themselves - a perception which is reinforced by comments from teachers, fellow pupils and parents.

"I have changed a lot since the tour, everyone in my family think so as well. My self-confidence has grown and that is what everyone notices about me, also I am more independent" (boy who participated in the project).

"My communication skills have improved a lot and so has my teamwork. I am able to talk to larger groups of children and even some adults" (boy who participated in the project)

photo: BS Dance Pics click this image for a larger version (242kb)

The impact of dance

Comparing some boys attitudes and perceptions of dance before and after their involvement in the dance project, reveals the impact that dance may have had on their overall development. Has dance provided them with the personal skills, confidence and academic ability to express themselves positively and effectively? Perhaps not exclusively, but it has certainly had a significant impact on their education.

Therefore, could dance provide a possible solution to the problem of boys low attainment levels in schools? It had certainly provided a focus for some boys at South Dartmoor Community College and has proved to be the stimulus for certain boys with regards to their personal, social and academic development.

The development of the boys' project and the high profile it has gained for boys dance as well as the college itself, has far reaching implications. In this particular case, dance has provided boys with a focus and the motivation to attend school which has obvious repercussions in the benefits they then gain. Further investigation may be able to tell us to what extent it was the dance itself that led to this.

Laura Kendal.
Student, University of Surrey