Dance has always been part of my life and, consequently, part of my education.
As a young dancer, I excelled in Royal Academy of Dance and Imperial Society of Teachers of Dancing examinations. I have since furthered my formal academic qualifications by pursuing a course of study in Dance Education.
More generally, I believe that many “life lessons” are learned in a dancing class. Ballet classes taught me the importance of listening, learning and working hard from an early age, while also inspiring me to always push myself to reach higher and stretch further (both literally and metaphorically!). Dancers strive to create poetry in motion and attempt to accomplish impossibly idealised positions, movements and combinations of steps. This means individuals who dance are motivated to make the most of their abilities and be the best that they can possibly be.
Still, technical prowess will only get you so far. What is truly captivating about dance is its ability to transport both the performer and spectators. Losing myself in a dance class has always been key to helping me find myself. I know I will feel more grounded – more “me” – afterwards. As dancing requires total mind-body commitment, it is all-encompassing. I think it is this that makes dancing so addictive. And, even if I am not dancing myself, watching others use movement expressively and connecting in some way with their performance reminds me of the power of dance – it can truly make the rest of the world disappear.
I am an advocate of the argument that dance has a role to play in everyone’s life. It can be an outlet for enjoyment, expression and stress release; it boosts physical, mental and emotional health; and it nurtures musicality, creativity and confidence.
It is for these reasons that I have enthusiastically pirouetted my way into the dance teaching profession…
Georgina Butler – Dance Teacher
Royal Academy of Dance (September 2015 – July 2016)
Diploma of Higher Education: Dance Education (achieved with DISTINCTION)
- Royal Academy of Dance (RAD) Faculty of Education / University of Bath (FHEQ Level 5)
The Nature of Dance (Philosophical perspectives on the nature and function of dance)
Perspectives on Learning and Teaching (Theories of pedagogy applied to dance)
Safe Practice and Improving Performance (inc. Physiological and Psychological factors in relation to dance performance and dance teaching practice)
Perspectives on Music and Dance (inc. Critical, Philosophical and Aesthetic concepts relevant to the study of music in dance; Musical aspects of selected repertoires, practices and dance forms; Implications of diverse analytical models of music and dance for dance practice, education and training)
Dance in the Community (inc. Considerations of dance as a participatory art form; Reflection upon how context can affect planning and delivery of dance activity; Notions of dance as a tool for social engagement, empowerment and enjoyment)
Royal Academy of Dance (September 2014 – July 2015)
Certificate of Higher Education: Dance Education (achieved with DISTINCTION)
- Royal Academy of Dance (RAD) Faculty of Education / University of Bath (FHEQ Level 4)
Frameworks & Perspectives (Dance Analysis; Benesh Movement Notation; Labanotation)
The Healthy Dancer (inc. Anatomy; Alignment; Conditioning; Injury; Nutrition; Safe Practice)
Dance Education: Concepts and Contexts (Critical examination of pedagogy in different settings)
Music in Dance and Dance Education (inc. Music Theory; Role of Music; Musicality; Music & Dance)
Dance Syllabi and Examinations (Reflection on Teacher’s Role; Training Methods; Ethical Practice)
FIRST AID CERTIFICATION
Green Cross First Aid Training (July 2015)
Level 3 Award in First Aid at Work (QCF) issued by Training Qualifications UK Ltd
Demonstrated comprehensive knowledge and understanding of theory related to coping with first aid emergencies in any environment.
Successfully applied effective first aid skills during practical exercises.
Content covered included: The Unconscious Casualty; Breathing Problems; Wounds & Bleeding; Bones, Muscle & Joint Injuries; Burns & Scalds; Poisoning; Medical Emergencies (anaphylaxis/ angina/ heart attack/ asthma/ epilepsy & seizures/ fainting/ diabetes/ stroke).
Platinum Dance Academy, Milton Keynes.
January 2016 – Current
- Devising introductory ballet class content suitable for students aged 5 years and up.
- Delivering classes which aim to enable freestyle dance students to experience how a ballet class is structured, establish and develop basic ballet technique and inspire students to further their interests in, and understanding of, a new dance style.
Assistant/Cover Ballet Teacher.
Website & Social Media Consultant.
The Rosemary Lane School of Ballet & Theatre Dance, Milton Keynes.
September 2014 – Current
- Assisting in pre-school, pre-primary and primary dancing classes for children aged 2½ to 7 years old.
- Covering the teaching of Royal Academy of Dance syllabus classes (grades and vocational grades) and non-syllabus classes (for all ages and abilities, including adults) as required.
- Devising and teaching content for regular non-syllabus classes, including pointe classes.
- Providing support in the preparation of candidates for examinations and ensuring the smooth-running of examinations on the day.
- Preparing and rehearsing students for performances, including the School’s biennial production.
- Reviving the School’s website (established a user-friendly site layout, created and curated content, sourced photographs).
- Establishing the School’s presence on social media and seeking out potential marketing opportunities.
DANCE RESOURCE CREATION
Dance learning resources by Georgina Butler: