My arts or creative practice (including details about my specific focus within that art form/practice and my strengths)
Provide dance consultation services and resources for educational providers who have a need or interest in dance and performance.
Some of the ways I can contribute are listed below.
- Create a themed dance scheme of work for year 9, 10, NCEA level 1, 2, or 3.
- Design and produce an annual dance production, for assessments.
- Mentoring support for those within dance roles.
- Assessment and moderation.
- Consult towards your achievement outcomes.
- Reduce workload and streamline systems - create sustainability.
- Provide proven systems.
My strengths lie in dance performance and production design with 30 years of experience. I am a competent secondary teacher with current registration, communicator, good administrator, and demonstrate a professional rapport with teachers and students.
My track record of experience and success - or the track record of experience and success of the creative or artist that I will partner with
I have worked as the Head of Dance at a secondary college for 13 years, and was employed to build and develop the dance department and implement NCEA dance. NCEA was implemented successfully with Level 1 in 2006 followed by level 2, and level 3 in consecutive years. This caused departmental growth and the need for additional staff. An annual dance production from the necessity to assess students' works before a live audience. A year’s scheme of work was written to support this production for NCEA levels 1-3. This format is still best practice at the school today. To provide further opportunities for growing students we started co-curricular student activities. I have managed; Polyfest teams, bring it on, u dance, street dance NZ, wearable arts, kapa haka and stage challenge. I was responsible for the Māori achievement portfolio and facilitated workshops for teachers to implement Te Ao Māori practice, mentoring Māori students and celebrating Māori achievement within the school. My whanau, key staff members and I facilitated the writing and performance of the school's haka. Marae noho, school Powhiri, Manutaki Māori student council.
Describe the experience you have had working with children or young people, teaching or facilitating creative processes
I have taught the New Zealand Curriculum: year 9-13 Dance, 9 and 10 Drama, and NCEA level 1 Art. Teaching Dance within a school is an interactive process. Although Dance class is very structured there are multiple aspects of learning movement.
- A physical lesson, where the students learn a warm-up, technique, routine, and cool-down.
- Choreography sessions require students to work in groups and engage in critical thinking and problem solving.
- Written work is often done without desks, but it needs to be relevant: using dance imagery, video, and large sheets of paper and coloured pens to keep it interesting.
I teach a variety of genres such as contemporary technique, choreography, Māori fusion, jazz, ballet, yoga, pilates, Junior and Senior Dance curriculum, costume making (sewing and non-sewing), costume design, basic music mixing and staging.
Why I want to be part of the Creatives in Schools programme and how my involvement will link to my creative practice
I would like to tautoko teachers in their vision of success for their ākonga and themselves. To implement dance systems that streamline current processes. This is where I find the most reward. I believe this project will enable teachers and students of all abilities to work smarter and scale sustainably.