There is a tension within me (an uncertainty, nervousness) created by my classical dance training and background and my
current inclusive dance teaching practice….
I teach inclusive dance:
· This means that I accept everyone no matter what
their ability, experience or dance preference
· This means that everything we do in the dance class
can be accessed by all - Participation for all
·
This means
that everyone has the same opportunity to contribute: Learner-led
·
This means
that everyone can achieve - Achievement for all
·
There are no
barriers to participation, engagement or contributing
The technical dance
teacher / FE tutor in me says that in terms of individual progress; the development
and maintaining of dance, technical, performance, communication and/or
collaborative skills, there HAS to be:
·
Feedback (on strengths and areas for
improvement)
·
Correction (verbal, physical)
·
Assessment (Verbal feedback, summative
assessment, formative assessment, peer-assessment, self-assessment)
·
Questioning (To compare and contrast, to
determine purpose, to determine aim, to determine motivation)
I believe that assessment
is vital in the individual learning process in order to help students to
progress and achieve.
My experience of assessment in inclusive dance has
convinced me that it increases a sense of ownership of the students’ learning
journey which in turn develops independence and excitement for advancement. I have been so excited by the excitement of learning that assessment brings!
I have experienced many inclusive dance classes, however, where no
correction, feedback or assessment takes place.
Does this imply
fault and in so doing, nullify inclusive practice?
Here is my tension!
I teach my students with learning disabilities in the same
way I teach ‘mainstream’ dance students: I push them to improve continuously
within their capabilities.
I assess them on their engagement, focus, and performance
skills the same way I would assess ‘mainstream’ students.
Why would I not?
They are capable of so much more than they realise - Just like my ‘mainstream’
students
I am interested in
exploring the area of assessment in inclusive dance but feel that it is a
thorny issue…
I do not want inclusive dance practitioners that I may
approach (who do not use assessment as an integral part of their teaching) to
think that I am beating them over the head with an education stick, or that I am implying that there is something 'wrong' with their approach...
What do you think?
*Should inclusive teaching be just that; let
students do what they want to do / be who they are in that moment as it beneficial to
self-expression and creativity?
*Should students be made aware of the
possibilities of development and achievement and progression?
*Does / should equal opportunities extend to the possibility
of negative assessment (identifying areas for improvement) in order to open the
door for greater achievement and progress?
*How does this sit with equality and diversity (We
should all be given the same opportunities / Differences should be celebrated)?
