Skills and Tools to Address Diversity in Dance Tra..
Skills and Tools to Address Diversity in Dance Training
Start date: Sep 1, 2016,
End date: Aug 31, 2018
The project “S.T.A.DY DANCE: Skills and Tools to Address Diversity in Dance Training” is focused on the creation of a common framework model based on creative and active training techniques for dance trainers and choreographers in order to address diversity in formal and non-formal dance education. This partnership is made up of 6 entities who provide dance training to different target groups: a College for further education (U.K.), a dance company (Portugal), a company organizing salsa festivals (Germany), a dance school (Sweden), an institute for vocational training (Greece) and a cultural organization (Cyprus) who share a strong interest in promoting better awareness of the educational opportunities and identifying gaps in dance training in the respective partner countries. Rapid changes in the labor market and the increasing diversity in society require improved skills and an enhanced capacity of adaptation therefore all partners acknowledge the need of creating an inter-cultural dialogue on dance training that will lead to the improvement of the competences of professional trainers in managing educational paths and activities at a European level. Based on the principle that Dance is an Art form that is in constant interaction with other Art disciplines we intend to develop an interdisciplinary approach by the use of acting, movement analysis and music interpretation. Through the exchange of practices, teachers’ training in all dances (classical, contemporary, improvisation, multicultural etc.) and pilot implementation of training students we will distill the best practices applicable to a variety of diverse trainees (professionals, newcomers, beginners, amateurs, dance students, seniors, children, immigrants, disabled etc.). The teachers' training will run on two parallel levels. Firstly all partner institutions will do pilot implementation of their training techniques to the maximum of various groups of learners from different backgrounds within their organization for a specific period. Secondly all partners will organize joint staff training events in each country in order to transfer knowledge and experience in particular training modules to the dance trainers involved in the project. Both initiatives will produce a number of multicultural approaches which will undergo assessment and evaluation from all stakeholders in the partnership. In the end of the development of the suggested techniques we will share and disseminate the best practices that can be applicable both in VET and CVET. Through the exchange of practices we aim to utilize individual and collective experience in order to provide dance trainers with training tools applicable both on formal and non-formal education and training. Furthermore the project-based transnational collaboration will respectively facilitate the access of diverse groups of learners to high quality education and training. The partnership will increase synergies and links among dance training providers (dance companies, institutions of vocational training, cultural centers, dance schools, Colleges, companies) and promote the concept of lifelong learning. The knowledge provided by the project will enhance the effectiveness of dance trainers and choreographers, will create conditions for employability and stimulate their (re)-integration into the labor market. The richness of methods to be applied in the project will highlight the ethnographic values and cultural identity not only of the participating countries since a pool of ethnic dances will be used as a module for promoting innovative training techniques.
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