St.Patrick’s Day beckons and with the last two years of disappointments and disruptions, the need to feel hopeful is persistent and growing. And for humans, what stronger symbol of hope are our children?
So, you’ve decided this is the year you’d like to do some dancing with the kids to celebrate- your kids or your students- but you’re not quite sure what to do or how to go about it. (You might also want to look at some tips for dancing during a pandemic)
I’ve been lucky enough to have a number of opportunities to teach children to dance and made plenty of mistakes. What I learned though is that you don’t have to be perfect; in fact, it’s far better if you approach it as an experience and a journey of joy, much the way a child would do when learning something interesting, engaging and fun!
Start slow and simple– Start with something you are certain every single dancer will be able to do, and preferably something that is fun and enjoyable This ensures that dancers will gain confidence and that they feel they are part of the group, not the odd one out unable to dance.
Start with each individual dancing on their own in a large group, then gradually introduce the idea of dancing with a partner. I did this by teaching a simple, 3-4 part warm-up dance with plenty of repetition. The steps learned in warm-up could then progress to be used as a base for a brush/broom dance, allowing each child to focus on their brush and their dancing, not on each other. Then move on to a group circle dance where each child is paired with another (Rattlin’ Bog see below).
Boys germs – Be aware that some children will be alive to the “yuck” factor – that hand-holding and touching each other will be abhorrent to some children, depending on their age and experience. So, don’t force anything. All activities and dance moves should be optional and you may need to find creative solutions to elements of dance that children are finding difficult or not responding to. Keep in mind the need for a Plan B.
Introducing dance movements – Work from what people find easiest to do and then work towards the more complex things. Build the movements and steps, bit by bit.
Most people can STAMP one foot while standing on the other- makes a great sound and is simple. CLAPS are also pretty simple and KICKS as finishing moves.
Little SKIPS, HOPS & JUMPS are also easy for kids – they look and sound great when controlled and in unison. Got the idea?
For set or céilí dancing, focus on the figures first, then the dance steps. Teach the figure or the pattern of the dance first, without too much focus on what is happening with the feet- it will come. Learning dance steps, and especially battering steps, can be difficult and generally takes a lot of practice. For set dancing, I find reel steps tends to take longer to learn than jig or polka steps. That should not be a deterrent to trying to teach dance steps but be realistic about your expectations as a teacher, particularly if you have limited time.
Don’t talk too much – show them what to do, walk through it once, then dance it with some repetition, maybe 3-4 times. Get people moving as soon as possible after the class starts.
Keep the teaching sessions short- 30-40 minutes at a time is plenty of time for teaching and learning. Take note when children are becoming bored or distracted- either move into a different dance, take a break or end the class.
Music is most important – needs to be toe-tapping and inspiring enough to be still interested after listening 100 times! Even better for children if it has a catchy song that can be included in the dance. Spend time seeking out the right music and make deliberate choices.
Suggest you start with music that is slower, and increase the tempo as the learning progresses.You can slow a tune down so that the music is the same and as dancers get the hang of the movement, you can increase the pace, or not, depending on how well they are going and enjoying it.
I also have S-T-R-E-T-C-H music – tunes that have been stretched (by a sound engineer) so the music is slow at the start and gradually, imperceptibly speeds up to normal speed at the end.
Build confidence– plan your class to suit the abilities of the dancers (not your needs) and give them lots of encouragement. Focus on what they are doing right, and not what they are doing wrong. Lots of praise works.