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Performing Dance Arts - Vaughan Dance Classes | Dance Studios Etobicoke, Toronto

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We can't express just how much dancing helps children of all ages in so many different facets of their lives. With the summer now in full swing and you as a parent looking for ways to keep your child active, it is even more reason to consider dance. Both physically and psychologically, the benefits of dance in early childhood are worth the commitment.

Early Development Benefits of Dance Classes for Kids

If you've toyed with the idea of putting your child in dance, then considering the benefits should really make your choice easy. Think of what your child will get out of dancing, should she or he decide to join:

Physical Development: This is probably the most obvious benefit, but still shouldn't be ignored. The amount of physical exertion that happens in even recreational dance classes is enough to keep your child fit and active. And in the summer months, isn't it better to have your child out and active rather than sitting at home?

Improved Social Skills: Your child won't be dancing in a room alone. They'll be with a group of other young dancers learning all the steps, engaging in conversation, and learning that it takes team work to make any routine possible. You'll be surprised just how much self confidence your child can gain just by being a valued part of a group.

Cognitive Development: The physical and technical skills and lessons you child can learn in dance classes can be transferred into everyday life. We've already mentioned teamwork, but there is also motivation, persistence, and working towards a goal. These are all valuable life lessons your child will take away from dance classes.

Creativity: Learning dance moves isn't easy. It takes practice and a level of creativity on the part of the dancers to picture and then execute the movements. In today's environment, increased creativity can only be a good thing.

Better Coordination: This is another fairly obvious benefit. Dancing is one of the best ways for improving a child's coordination. The different steps and routines ensure that dancers will be actively getting better in this aspect of their development.

Maturing Emotionally: The entire experience of committing to class, being on time, working in groups and individually, getting better and reaching goals all contribute to the emotional development of children who participate in dance classes. The younger the better.

Maintaining a Balanced Lifestyle: Technology is the culture of today and it definitely has a lot of benefits. But let's not completely forget about face-to-face interaction, physically active learning, and just having some fun without a mobile device. Dancing shows us that all of these things are still possible.

Every day at Performing Dance Arts we see the benefits of dance in early childhood. Kids in all of our dance classes feel like they have accomplished something, and we're proud to be a part of that every time they step into our dance studio in Vaughan.

Contact us to learn about how to register for our summer dance programs. Registration is still active, so click here to sign up.

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What are the Benefits of Dance in Early Child Development? - Performing Dance Arts - Vaughan Dance Classes | Dance Studios Etobicoke, Toronto

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We can't express just how much dancing helps children of all ages in so many different facets of their lives. With the summer now in full swing and you as a parent looking for ways to keep your child active, it is even more reason to consider dance.

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Time and time again, I hear people ask, "Aren't they too young to be dancing?" The truth is, as long as you find age appropriate dance classes, no. The ability to start dancing develops in children before they can even form words! (Click here to see a fun example.) Dance is a primal part of human experience across all cultures and time periods that unites us all no matter our age. The benefits it has on early childhood development is definitely worth understanding.

Physical Development
Physical development is one of the most obvious benefits dance classes have for children. They are learning a great range of motion, body awareness, balance, muscle strength, coordination, and endurance. Movement patterns require the child to use their entire body to reach a level of fitness that is unparalleled by other activities. Through dance classes, kids begin to understand that the possibilities of movement are endless and fun to explore.

Social Awareness
In dance classes, children have the opportunity to learn in a comfortable social setting. They must take turns, work as a group, cooperate, share, understand space, form lines, watch and support one another, perform, and interact. They learn that communication can occur through immediate and effective movement to express an idea. The group dynamic in dance classes also challenges young ones to respect others as they share and move through space in unison. Many times you will see a very strong bond between dancers because of these efforts no matter how old they are.

Cognitive Development
At a young age, children understand that movement can be used as a response to an idea or problem. This creates a cognitive link to a solution or outcome. This type of cognitive development creates an awareness of how to function in the world. For example, it is very common in dance classes for children to be taught to leap over a "river" (scarf or mat) so they don't get wet. This idea achieves several different concepts... leg extension, transferring weight, problem solving, imagination, balance, space recognition, etc. The idea is that physical expression or solutions give young ones another way to handle the world while their verbal communication develops.

Emotional Maturity
Because dancing is also an art form, children are learning how to creatively express their emotions as well. There are endless opportunities to share and be aware of various emotions as students experience one another and themselves through movement. Dance classes provide a structured outlet for a healthy physical and emotional release that helps devolop emotional maturity.

Scientific research has barely tapped in to the benefits of dance classes for early childhood development. I think we can all agree by saying that they are definitely not harmful. Well, unless you are involved in something like the show, "Dance Moms"... but that's a different blog post. Stay tuned!

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How Dance Classes Benefit Early Development

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Time and time again, I hear people ask, "Aren't they too young to be dancing?" The truth is, as long as you find age appropriate dance classes, no. The ability to start dancing develops in children before they can even form words! (Click here to see a fun example.)

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Purpose of study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Aims

The national curriculum for physical education aims to ensure that all pupils:

develop competence to excel in a broad range of physical activities

are physically active for sustained periods of time

engage in competitive sports and activities

lead healthy, active lives

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Schools are not required by law to teach the example content in [square brackets].

Subject content

Key stage 1

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils should be taught to:

master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

participate in team games, developing simple tactics for attacking and defending

perform dances using simple movement patterns

Key stage 2

Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils should be taught to:

use running, jumping, throwing and catching in isolation and in combination

play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

perform dances using a range of movement patterns

take part in outdoor and adventurous activity challenges both individually and within a team

compare their performances with previous ones and demonstrate improvement to achieve their personal best

Swimming and water safety

All schools must provide swimming instruction either in key stage 1 or key stage 2.

In particular, pupils should be taught to:

swim competently, confidently and proficiently over a distance of at least 25 metres

use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]

perform safe self-rescue in different water-based situations

Key stage 3

Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others' work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.

Pupils should be taught to:

use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis]

develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics]

perform dances using advanced dance techniques in a range of dance styles and forms

take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group

analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best

take part in competitive sports and activities outside school through community links or sports clubs

Key stage 4

Pupils should tackle complex and demanding physical activities. They should get involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle.

Pupils should be taught to:

use and develop a variety of tactics and strategies to overcome opponents in team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis]

develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics] or other physical activities [for example, dance]

take part in further outdoor and adventurous activities in a range of environments which present intellectual and physical challenges and which encourage pupils to work in a team, building on trust and developing skills to solve problems, either individually or as a group

evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best

continue to take part regularly in competitive sports and activities outside school through community links or sports clubs

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National curriculum in England: physical education programmes of study

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A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

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Learn A Great New Dance For (And With) Your Kids! | Perez Hilton

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Basketball dribbling plus yoga: Kids showcase synchronized drills and exercises in China

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Jagga jasoos - galti se mistake kids dance choreography by shrikesh magar

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Teachers TV: What is High Quality Dance?

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"Jellicle Cats" (Cats) COVER by Spirit Young Performers Company

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Team Warm up

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Bang Bang Warm up

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Bang Bang- Warming-up Dance kids - Jessie J. - Nicki Minaj- Ariana Grande - Choregraphy

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Uptown Funk   Easy Kids Dance Fitness Warming up Zumba Choreography

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Tool Kit for Dance

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Dance ideas

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skip to content The file you're looking for has been removed because it's out of date. Browse by subject to find our latest subject-specific resources, or search our site if you're looking for something else. Contact us if you still can't find what you're looking for.

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skip to content The file you're looking for has been removed because it's out of date. Browse by subject to find our latest subject-specific resources, or search our site if you're looking for something else. Contact us if you still can't find what you're looking for.

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The audio programmes in this series explore The Great Fire of London and its aftermath through , and activities - making it a comprehensive Expressive Arts pack on the theme.

Unit 1 offers three programmes primarily aimed at children aged 5 to 7 years old which include a number of songs to learn, including some based on well-known nursery rhymes such as London's Burning . Unit 2, presented by Pete Hillier, continues the exploration through . The programmes were originally made available as part of Time to Move and again are primarily aimed at KS1 pupils. Unit 3 focuses on , with two programmes inviting the children to step into role to try out the 'virtual reality' exhibits at an interactive museum devoted to the Fire. The programmes are primarily aimed at children aged 7 to 9.

The series ends with a single 15 minute programme, in which Cat Sandion explores the causes and consequences of the Great Fire - with short dramatic inserts including Samuel Pepys, Thomas Farynor, King Charles II and the Mayor of London.

All the programmes in the series can be downloaded at any time from the programme pages. Full details in the Teacher's Notes .

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The audio programmes in this series explore The Great Fire of London and its aftermath through , and activities - making it a comprehensive Expressive Arts pack on the theme. Unit 1 offers three programmes primarily aimed at children aged 5 to 7 years old which include a number of songs to learn, including some based on well-known nursery rhymes such as London's Burning .

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The 10 programmes to download combine dance, music and drama activities exploring World War 1, which can be combined to stage our play for KS2 pupils called 'Archie Dobson's War'. Full details in the Programme Notes (below).

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School Radio - World War 1 Performance Pack - 'Archie Dobson's War'

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The 10 programmes to download combine dance, music and drama activities exploring World War 1, which can be combined to stage our play for KS2 pupils called 'Archie Dobson's War'. Full details in the Programme Notes (below).

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Continued

If you subscribe to the series your computer will automatically search for each new episode when you connect to the internet, ensuring that you never miss a programme. More information at the Let's Move podcasts page of the School Radio website. Let's Move and the National Curriculum:
Dance makes a distinctive contribution to the education of all pupils, in that it uses the most fundamental mode of human expression - movement. Through its use of non-verbal communication, pupils are able to participate in a way that differs from any other area of learning. It provides aesthetic and cultural education, opportunities for personal expression, and it also introduces students to a wealth of traditional, social and theatrical forms. In a broad and balanced curriculum, this important area of human experience should not be neglected.

('Dance in the School Curriculum', a paper by the National Dance Teacher's Association and others)

Dance is acknowledged as an integral ingredient of a child's education in the National Curriculum for England 2014. The Expressive Arts documents for Scotland and Northern Ireland encourage teachers to develop dance as part of the Arts and PE curriculum.

develop fundamental movement skills, becom- ing increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individu- ally and with others.

develop balance, agility and co-ordination, and begin to apply these in a range of activities

perform dances using simple movement pat- terns

Feedback
The curriculum states that children should be taught to:

Feedback is vital to the series and is always welcome. Please email us at schoolradio@bbc.co.uk

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School Radio - Dance: Key Stage 1 - Let's Move

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If you subscribe to the series your computer will automatically search for each new episode when you connect to the internet, ensuring that you never miss a programme. More information at the Let's Move podcasts page of the School Radio website.

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School Radio offers three co-ordinated series that provide a comprehensive Dance resource for KS1 and KS2 PE lessons. Each of the series provides opportunities to respond to a range of stimuli including specially-composed music, stories and poetry. The series develop from simple movements based on the children's everyday experiences through to enabling them to create their own dances - as individuals, as groups and as a whole class. In each series the elements include composing, performing and appraising.

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School Radio - School Radio - Primary Dance

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School Radio offers three co-ordinated series that provide a comprehensive Dance resource for KS1 and KS2 PE lessons. Each of the series provides opportunities to respond to a range of stimuli including specially-composed music, stories and poetry.