georginabutler

My work as a writer and dance/theatre reviewer

Posts Tagged ‘Dance Teacher

NEWS: Happy International Dance Day, 29th April 2017

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Dance is powerful and today is a day to celebrate all that it can do.

International Dance Day was introduced in 1982 by the International Dance Council to encourage people around the world to share in the magic of dance.

As a dance writer, dance teacher, dance student and dance fan, I am thankful every single day for the opportunities that dance has given me to thrive as an individual. Dance can move us, make us think and connect us to others. It can brighten the darkest days and inspire people of all ages to explore their creative and physical potential.

My own participation in dance classes as a toddler was pure serendipity, yet dance is an overwhelmingly important part of my life. For this reason, I believe that everyone ought to have the chance to learn to dance – and to watch and appreciate dance performances. The International Dance Council promotes International Dance Day to urge people who may not normally engage with dance to strive to do so. Dance has always featured in human culture but its significance is now often overlooked as an art form, particularly in education.

We need to remember that dance, in all its forms, matters!

 

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Written by Georgina Butler

April 29, 2017 at 7:00 am

FEATURE: Being Dance Education Advocate for the ‘Meet the Student’ Social Media Campaign – Royal Academy of Dance, March 2017

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Dancing. Writing. Learning.

 

Having graduated from the London School of Economics and Political Science; qualified as a journalist; and established myself as a dance writer, furthering my knowledge of dance by studying with a world-renowned dance education institution seemed like a natural next step.

Every time I dance, I turn into a better version of myself. Essentially, dance excites me – whether I am participating in it, watching it or writing about it. Perhaps unsurprisingly, the possibility of sharing my enthusiasm through teaching has always intrigued me.

Attaining a place as a student on the Royal Academy of Dance’s BA (Hons) Dance Education programme in 2014 marked the start of a learning experience that has equipped me with the skills and understanding to fully appreciate the complexities of dance, art and education. The syllabus covers dance in relation to the disciplines of Anatomy, Cultural Studies, Health, History, Music, Pedagogy, Philosophy, Psychology, Sociology and more. This truly rounded education in dance has enhanced my previously established skill set, ensuring my teaching practice is informed and impassioned.

Being invited to feature as a Dance Education advocate for the Royal Academy of Dance’s 2017 social media campaign ‘Meet the Student’ was a fitting way to acknowledge the learning journey I have been on.

Finding ways to continue my development in dance as a practitioner, writer and teacher is important to me. Working hard is part of my personality – a part that has undoubtedly been nurtured by my involvement in dance! I can’t wait to see where dance (and my work ethic) will take me next…

 

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Written by Georgina Butler

March 14, 2017 at 10:34 pm

INTERVIEW with Lorna Scott, Ballet Teacher and former Scottish Ballet Soloist, November 2016

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Ballet teacher and former professional ballet dancer Lorna Scott is an in-demand dance teacher, a mentor to fellow educators, a higher education student and a busy mum of two. Amazingly, she found time to discuss performing, teaching, the benefits of dancing and her thoughts on dance education with Georgina Butler

Lorna Scott is a former soloist with Scottish Ballet. She joined the Company on an apprentice contract after training at The Dance School of Scotland and graduating from The Royal Ballet Upper School. A year later, she was awarded a full-time contract and began working her way up through the ranks. During the 13 years Lorna spent at Scottish Ballet, she was privileged to work with countless brilliant choreographers including Hans van Manen, Ashley Page, Mark Baldwin, Robert North, Richard Alston, Tim Rushton and Stephen Petronio.

After retiring from her career as a professional ballet dancer, Lorna retrained with the Royal Academy of Dance, achieving the Professional Dancer’s Teaching Diploma (PDTD) with Distinction. Lorna’s first position after gaining the PDTD was working as ballet teacher and junior conservatoire coordinator at Tring Park School for the Performing Arts. This role combined coaching senior vocational students (aged 16 – 18) on the Dance Course throughout the day and teaching junior associates (aged 5 – 16) in the evenings.

Now a self-employed ballet teacher working in Aberdeen, Lorna is relishing being able to inspire young dancers through her teaching. Moreover, having trained as a Royal Academy of Dance Continuing Professional Development tutor in 2015, she is looking forward to having many opportunities to support fellow dance teachers in their efforts to spread the joys of dancing far and wide. Still keen to further her own expertise, Lorna is also currently studying for a degree in Dance Education with the Royal Academy of Dance.

 

 

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INTERVIEW with Olivia Holland, Dance Teacher and Artist, October 2016

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Dancer, dance teacher and artist Olivia Holland fills Georgina Butler in on how relocating to New Zealand has helped her to rediscover her passion for dance…

A graduate of the Royal Ballet School White Lodge and Elmhurst School for Dance, Olivia Holland’s professional dancing career has included contracts with Royal Ballet of Flanders (November 2011 – June 2012) and Northern Ballet (July 2012 – July 2015).

Ever since she started touring with Birmingham Royal Ballet while she was a student at Elmhurst, Olivia has been painting pictures inspired by her life as a dancer. These exquisite artworks are influenced by the performers she has worked with, the ballets she has danced in and the countries and theatres she has visited. A keen photographer, she has also recorded her experiences backstage in captivating snapshots.

Since Olivia last graced this site for an interview in June 2014, her entrepreneurial spirit and sense of adventure has taken her to the island nation of New Zealand, also known as the ‘Paradise of the Pacific’. Surrounded by stunning natural beauty, motivated to continue painting and newly devoted to the art of teaching, Olivia is falling in love with dancing – and the life it has given her – all over again.

[© Olivia Holland]

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INTERVIEW with Nefeli Tsiouti, Project Breakalign, September 2016

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Dancer, choreographer, dance educator and dance researcher Nefeli Tsiouti is dedicated to mastering all aspects of her craft and creating a better future for the next generation of artists. She took a brief break from her current hectic schedule on a world tour with Project Breakalign – a dance science enterprise focused on preventing injuries in breakdancers – to share some of her experiences, thoughts, advice and ambitions with Georgina Butler

Nefeli Tsiouti was born in Sydney, Australia, and has double nationality: Australian and Cypriot (Greek-Cypriot). When she was 2 years old her family returned to Cyprus, where she lived until she turned 18. Aged 9, Nefeli began taking classical ballet classes. By the time she was 15, Nefeli was also learning contemporary and jazz dance technique and had experienced a year of hip-hop dancing. She simply loved to dance!

Between the ages of 18 and 23, Nefeli lived in Athens, Greece. Although disappointed to narrowly miss out on winning a place to train professionally at the Greek National School of Dance, she eagerly completed a Bachelors degree in French Language and Literature at university while also working as a dancer and dance teacher. During this time, Nefeli started ballroom dancing but just a year into forging a professional career she sustained an injury that prevented her progressing. Unfortunately, this was not to be the only time that an injury would curtail Nefeli’s desire to dance. Only a year after rehabilitation, she rediscovered the hip-hop culture and began training in breaking, adopting the name Bgirl sMash. Ten months later, in 2007, she suffered a severe shoulder injury. She was forced to stop dancing immediately and underwent surgery in 2008.

In 2009, aged 23, Nefeli moved to London to do a Masters degree in Choreography at Middlesex University, graduating in 2011. While studying, she formed hip-hop dance theatre company Scope Dance Theatre – enabling her to showcase her choreographic skills and perform alongside her dancers. Besides choreographing, Nefeli has been a lecturer in Dance in colleges and universities across London since 2011 and a freelance sports massage therapist for dancers since 2015. Currently completing a Masters degree in Dance Science at Trinity Laban Conservatoire of Music and Dance (supported by no less than three scholarships), Nefeli has devoted many years of independent research to the sector. In 2013, she founded Project Breakalign – a venture comprising a team of dance and medical specialists who are on a mission to reduce injuries among dancers.

Project Breakalign aims to offer conditioning, strengthening and injury prevention education to dancers – specifically breakers – through the Breakalign Method. The rationale behind the project was the fact that breaking has no established way, or step-by-step sequence, of being taught so it can cause frequent and chronic injuries. As research around breaking and hip-hop dancers in general has been very limited, the team behind Project Breakalign combine and adapt dance science and sports science research. Their approach is based on breaking technique and aims to prepare the body physiologically, biomechanically and artistically for the moves the style requires.

Nefeli and her Project Breakalign team are traversing the globe at the moment giving workshops, partaking in panel discussions and spreading the word about safe dance practice to b-boys and b-girls everywhere. Happily, she managed to set aside some time to answer a few questions!

 

Nefeli Tsiouti (photo by Peter Muller)

Nefeli Tsiouti (photo by Peter Muller)

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DANCE EDUCATION: Learning Beyond The Studio, August 2016

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Discovering dance ought to be an enlightening experience for people of all ages as the learning process never really ends. There are always new ways to think about the basics of movement, more advanced skills and qualities to develop and emerging choreographic approaches to appreciate.

A comprehensive dance education therefore requires more than a narrow focus on perfecting technique. After all, as Martha Graham declared, “great dancers are not great because of their technique, they are great because of their passion”. Indeed, the belief that being curious about, and devoted to, all things dance will improve our understanding, interpretation and reification of the art form really resonates with me.

Dancers spend countless hours practising in the studio but it is important to remember that dance as an art form does not exist in a vacuum. Everyone in the dance community – including dance students, dance teachers and dance admirers – ought to challenge themselves to really experience the multifaceted nature of dance in all its glory. Doing so might involve delving into terpsichorean* history; examining terminology; getting acquainted with anatomy; investigating professional dancers, choreographers, musicians and works of note; or pursuing personal research interests.

Quite simply, using your time outside of the studio to further your subject knowledge in an alternative manner may be the best thing you can do to nurture your love of dancing…

 

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Written by Georgina Butler

August 30, 2016 at 10:10 am