POST 126: Mything boys

BOYSDance: Mything Boys; Extract from Curriculum Support for Creative Arts (2001)  7-12 Vol 2 No 6

Aim of this short extract links with my own enquiry:

To enable boys to learn in and through dance and allow them to reflect on their arts experiences as males.

PROBLEM: Students bring to the classroom a range of cultural values, attitudes ad perceptions concerning what dance is. Students backgrounds and previous dance experiences can influence this.

In any study approaching this aim the researcher must eliminate extrovert behaviour resulting from unfamiliar/uncomfortableness with the culture and practice of a ‘traditional’ dance class.

This journal Claims 4 points:

  1. Work that is being made and performed only represents half of the population and therefore expression in the art form is gender-deficient.
  • The reason for the absence of males ‘does not reflect the standard of work of male candidates in dance’. It reflects as we all know the number of males electing dance as a subject at this level.
  • Hypothesis of this study was that ‘dance is viewed as a female activity’ But boys attitudes did not support this hypothesis. More than half responded positively to performing and composing activities. Difference in boys’ perceptions of dance as observers and participants.

2. Ten years on and there was no significant difference in boys attitudes and participation rate.

In my reflection, should practitioners change the:

  • Content
  • Develop skills, knowledge and understanding of dance in primary
  • Remove stigma of dance as a feminine activity.
  • Teach dance to boys independently of girls.
  • Problems with the dance curriculum pedagogy (Spurgeon, D 1997)

3. Boys are missing out on some essential skills. knowledge and understanding that they need to live full and enriched lives.

  • Boys tend to learn kinaesthetically, dance provides a unique opportunity for them to develop other intelligences through a preferred mode of learning.
  • It is important for all students to engage with subjects that promote new ways of thinking and new ways of developing creativity for the 21st century.
  • Artists collaborate with other artists all the time and in so doing create new forms of arts practice.
  • In my reflection, Could this justify a link between dance-science?

4. Significant areas of the arts as central to the curriculum. both as areas of curriculum content and as teaching methodology.

  • Early intervention in primary learning
  • Single and joint gender spaces of learning

In my reflection, there is a clear need to study the role of dance to  over come the attainment gap in the current curriculum.


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