plans. awareness and understanding of the potential of dance Our question was can ‘How for interested medical and therapeutic hospital staff, e.g. we dance together in A major focus of the project physiotherapists, psychologists, recreation and play therapists. hospital?’. is to consider the potential of dance for teaching and People gain access to dance through opportunities for At the outset, associated learning in the hospital creative action and participation. multi-disciplinary hospital school context. representatives were Integrated Dance in action consulted to ensure that demonstrates the potential of clear aims were Key considerations include curriculum development in the practice to act as a established in the context of catalyst for change and other hospital work. dance and the contribution of Consultation with doctors, dance in supporting growth in the individual and students’ the group. nurses, physiotherapists, play self esteem, confidence and therapists and clinical self-image in relation to their Difference and the notion of hospitalisation. The project nurse consultants ensures and is intrinsic ‘self’ ‘other’ that relevant and up-to date has clear educational rather to this work, often than therapeutic aims. information is communicated provoking major attitude to the school staff. They can These provide; shifts, with each participant then brief the dance team considering themselves in a positive dance learning weekly direct relation to other experience for on the medical condition and humans with whom hospitalised school needs of the students. Staff they might not have students; workshops and longer otherwise worked. Integrated meetings are also held understanding the potential of Dance regularly to deepen dance as a learning medium offers considerable potential understanding of the aims and and skill development for for including and valuing ensure that the project is hospital school staff in teaching individual contributions. It properly reviewed with dance; provides a foundation for recommendations for future considering
Our question was ‘How can we dance together in hospital?’. At the outset, associated multi-disciplinary hospital representatives were consulted to ensure that clear aims were established in the context of other hospital work. Consultation with doctors, nurses, physiotherapists, play therapists and clinical nurse consultants ensures that relevant and up-to date information is communicated to the school staff. They can then brief the dance team weekly on the medical condition and needs of the students. Staff workshops and longer meetings are also held regularly to deepen understanding of the aims and ensure that the project is properly reviewed with recommendations for future plans. A major focus of the project is to consider the potential of dance for teaching and learning in the hospital school context. Key considerations include curriculum development in dance and the contribution of dance in supporting students’ self esteem, confidence and self-image in relation to their hospitalisation. The project has clear educational rather than therapeutic aims. These provide; a positive dance learning experience for hospitalised school students; understanding the potential of dance as a learning medium and skill development for hospital school staff in teaching dance; awareness and understanding of the potential of dance for interested medical and therapeutic hospital staff, e.g. physiotherapists, psychologists, recreation and play therapists. People gain access to dance through opportunities for creative action and participation. Integrated Dance in action demonstrates the potential of the practice to act as a catalyst for change and growth in the individual and the group. Difference and the notion of ‘self’ and ‘other’ is intrinsic to this work, often provoking major attitude shifts, with each participant considering themselves in direct relation to other humans with whom they might not have otherwise worked. Integrated Dance offers considerable potential for including and valuing individual contributions. It provides a foundation for considering
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