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The logo is potentially the strongest piece of advertisement as this is how people will recognise your brand. This is why it's important for it to be unique and to make it stand out.
For my design, I employed a designer and we went through countless designs to come up with something that would en capture the image of the school whilst being something that would look visually appealing when transferred across to uniform. The most difficult part of this process was choosing the colour scheme but within it we chose our brand colours which are Black, white and blue and this is also shown through the uniform.

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A smart uniform ensures that all students look the same and give them a sense of belonging. To tie in with the logo, the colours are exactly the same and the logo is made to be adaptable so it can be transferred onto anything with the colours changing around. Students wear BLUE t-shirts and hoodies whilst teachers wear black to distinguish between. Keeping these colours show that they are Axel and can be recognised.

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What do you want to do after you finish your course?
I want to be able to study my PGCE as teaching is what I want to go into once I leave. I don't really have an interest in performing as I would much prefer to help others and pass my knowledge down this way. It's great now to be able to get the experience, but I can firmly say this isn't what I want to do in the future. To be able to teach, I need to be able to look at my options and see which one would be best for me. This means researching into exactly what I want which would be secondary or higher as they are more likely to offer dance on the curriculum. Unfortunately, I know I am not able to teach primary education as I didn't obtain a 'C' or higher in my GCSE science.

Alongside my studies, I want to continue to expand my business
so that when I leave education, my dance school will be there waiting, and I can put my full attention towards it. Hopefully, in the near future I can secure my own premises rather than renting a space. Obviously, this can depend
on a lot of things such as finances, gaps in the market and how successful the business actually is at the time. Then it’s all about making sure the risk is
worth it and waiting for the right time.

How are you going to achieve this? Are there interviews you can attend?
I have attended interviews at three different institutions
for my PGCE. This includes Wolverhampton, West Midlands consortium and Derby
university. Unfortunately, due to my GCSE science grade, I am not able to teach in primary education therefore this limits me to secondary and higher studies.
I previously have looked at potential places to study and Wolverhampton seems
to be the best suited to me as it offers a PGCE in dance teaching, so it is specifically tailored to what I want to do. This is in comparison to places like derby university where they just offer a PGCE in secondary education with a general oversight rather than a specific subject. This is why I’m leaning more towards Wolverhampton rather than anywhere else. Upon completion of my teaching degree, I would love to go and teach either GCSE or level 3 dance within colleges, either alongside running my dance school or just solely teaching within an educational surrounding, it’s nice to have the choice for
when I finish my degree. It would be nice to teach in a different area rather than staying local as I’m already doing that and have done it previously. So potentially moving would be a good idea to broaden the opportunities or just
commuting everyday could be another potential idea.

How has this progressed over Christmas?
UPDATE: I have confirmed my place at Wolverhampton University, and I have the choice as to whether I want to choose dance teaching specifically or whether I want to go down more of a P.E route. This could make better use of my skills and allow me to be more employable within the teaching industry. However, I have time to decide so I don’t have to make a rush decision and go into something I’m not happy with. I need to look at all of the different outcomes and decided which one’s best for me and which one would be the most beneficial.

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What’s next for you? (job, MA, self-employment) and why?

Evidence of interacting with practitioners – these can be interviews, emails, face to face visits and conversations on job opportunities, placement opportunities, folio reviews.

Evidence of researching practitioners – case studies or reports into practitioners you can contact. Do they inspire you? Are they competition?

Optional work experience (Live projects, placements, internships, freelance, volunteer work), document these as logs and reflections.

Job adverts and applications – what jobs are available, reflect on the skills and requirements, can you apply? Apply for the jobs and reflect on interviews/feedback.

Networking and contacts (who, what, where, how - online and face to face)

Reflective discussion around all topics

consolidation of your findings – what is next for you?

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Before starting my BA: top up, I had already studied at Burton and south Derbyshire college. I began with my level 3 and then naturally progressed through to my HNC and HND. It was a difficult process for me coming into new surroundings and learning everything from scratch, but it has definitely been worthwhile for me and I’ve learnt a lot from it. Before attending college, I only had had a background of street and had little knowledge about anything else in the world of dance. Now I have developed a plethora of skills that vary from technical skills to organisational management. This has helped me to become a better dancer and more organised in general as a person. These skills are vital for what I want to do in the future and will help me with anything I want to as they are valuable life skills that can be used for a variety of things.

In the summer, I decided to open up my own dance school: Axel school of dance. It took a lot of hard work and determination, but I finally opened officially on the 6th July 2019. The experience so far has definitely been rewarding to say the least and I am glad I took the initial leap of faith that has allowed me to be successful. It was a now or never moment and the risk definitely paid off. Doing this enables me to get teaching experience as well as being my own boss, which is something great to have achieved by the age of 21. Running my own dance school has really helped with my confidence as I have to attend regular meetings and talk to new people on a regular basis, so it is helping me to develop life skills as well a experience in my chosen field.
Balancing a lot of things has really helped me to remain organised and this is something that is useful to me in all aspects of life. This involved juggling, University, my dance school, work and other things.

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Inspired by her grandmother, Stacey set up her own dance academy in 2016. She owns her own studio space within Burton where she has plenty of young people dancers on the books consistently. Working alongside her employed teachers, the academy offers dance in most styles. They regularly attend workshops and competitions all over the country and have recently just gained two 3rd places and a 1st place in Blackpool's British championships. Most classes are taught by herself and student's have the opportunity to take their exams within dance. She brings in choreographers to offer workshops to her students including Adele Francesca and Sasha Woodward. Recently they have been invited to perform at Sadler's Wells and are dancing for artists at the 02 academy.

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Used to be just known as school of street, Christina has transformed the classes that used to be taught in leisure centres and schools in contract with the council, into a fully functioning studio. They now offer street classes to all ages as well as fitness and nutrition classes and they seem to be very successful in this venture. They attend regular competitions and always place well at all of them with multiple crews. Other things they do include annual showcases and attending world championships. They started off small and grew the business to where it is today, proving that it's not best to get your own studio space straight away. However, this serves as competition to my dance school, as it's quite close to me. Their age range starts from around 6-18, where students are then given the opportunity to help within classes they don't participate in.

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I have been getting plenty of work experience within my dance school.  This is in terms of teaching and managing the business side of things simultaneously which is allowing me to prepare myself for the industry. This has allowed me to become more knowledgeable about the dance business in general and has allowed me to improve my teaching which will provide me with more experience when it comes to my PGCE.

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I have a mixed ability class ranging from 3 years to 10 years. Throughout our lessons we work on learning choreography and providing them with the basic skills they need when being introduced to dance.

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This is some of the older students demonstrating some choreography that they had learnt 10 minutes prior to the video being recorded. I like recording the finished product at the end to see how much they've improved from the week before.

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My class numbers continue to keep growing and growing which is proving more of a challenge for me as I need to remain organised within the classes and ensure i'm paying my full attention to each and every child.

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As well as being fun and enjoyable, we also get on with our work and improve on technical skills and stretching to improve flexibility.

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Interview with Louise Lawton, Founder of The dance factory.

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Interview with Louise Lawton, Founder of The dance factory.

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25th Anniversary of the company and Warwick Arts Centre is where the Richard Alston Dance Company first began. The company is going to close in March 2020 as they company is based at The Place in London and the Arts Council feel that The Place is for young artists and no longer wish to fund for the company. Which I don’t want to push against. I love teaching and I love encouraging but I don’t know what I want to do next. I am focusing on making sure this tour is a celebration of how good we are. The works you will see tonight will be from older works I have done, right back from the beginning.

How do you decide on which music to use when choreographing and where do you find it? It’s always a piece of music, music is my passion and so is dance but it’s always been music. I hear a piece of music or think of a piece of music and think ‘I’d really like to see people moving to that’. I used to go to contemporary music concerts and was fascinated by the theatricality of the work. On the way out I purchased a CD which had a track called Red Run. The music was written for dancers to improvise to and the dancers on stage will improvise to it. I sent the composer a video of what I had choreographed and he was startled. The song is made up of 11 sections and they are all representative of a journey. In the world of Ballet, they revive their work from the early days. Not so many contemporary choreographers do that, I find that it is reviving to do so and also feel that it should be brought to life in a new kind of way. This helps to keep it fresh. Martin- my associate choreographer, and myself performed a duet that I made for myself and Siobhan Davies which was very simple, and Martin said that he felt the duet was very new.

I made a lot of my early choreography on Sue and for me it is wonderful for dances to come back to life. When I dance these pieces I am able to feel the dance and remember what it felt like to dance it.

As a choreographer who/ what do you take influence from?

In 1968 when I first choreographed all of the work was influenced around Martha Graham and focused on Gods and Mythology and Psychological Dramas. I didn’t like it. And so I began to create new choreography. The dance you will see tonight is about human beings and cannot be abstract. When I chose a piece of music I find out as much as I can about when the music was written, what the composers intention with the song was. I don’t like to impose my own ideas onto a piece of music.

How would you describe your choreographic style?

I am very drawn to movement that flows and was always very interested in 3D shapes. I make pieces that you can see from multiple angles and am always making something that is fascinating architecturally. Changing direction is hugely important to me. I love that dance is very speedy and love to make movement that is jumping, rhyming, flowing and intricate. I want you to feel what is happening in the shoulders and the back. I have always seen myself as learning, but I have recently found that I know what I am doing.  I made a recent piece in May which will be performed at our last show in Sadlers Wells.

Are there any particular teaching techniques/ methods you use during the developing stage?

When I was at Rambert I was very interested in the history of Rambert. I like very much to find the history of where things came from. It is no good demanding things in such a way that young dancers become anxious and intimidated. The way I deal with movement is very sculptural, it’s about changing direction, I am interested in moulding the body and showing what the body can do. I would look at a video and ask myself why I am interested in it. “I am interested in it because of how the dancer did that... can you do that in your own way?”

By having my own company I have had the freedom to create piece after piece and throw away the pieces that don’t work. You can make complexity if you’re interested, but you can also make it so the audience can’t see it. Isthmus is a favourite piece of mine because it is so clear.

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Our Postgraduate Certificate in Education (PGCE) in Secondary Education provides a high standard of training for those preparing to take up a teaching post in the secondary school sector. The course complies with the statutory guidance from the Department for Education for Initial Teacher Training courses.

The PGCE in Secondary Education is specifically designed to ensure that those who are successful will be recommended for the award of Qualified Teacher Status (QTS) - the professional award required by all those who wish to teach in a maintained school.

The aim of the Dance course is to develop thoughtful teachers who can respond effectively to the learning needs of young people in school by providing a balanced dance and physical education programme. We also want to inspire a generation to become physically literate and active by providing well prepared, high quality dance experiences for all students. As a trainee you will learn how to teach dance to pupils in the 11-16 age range within the secondary age phase, with additional primary and post-16 enhancements. You will learn how to develop skills, knowledge and understanding for teaching dance through a combination of university-led and school-led training.

Successful completion of the course will lead to recommendation for the award of Qualified Teacher Status (QTS), along with 60 credits at Master's level.

Over the one year course, you will undertake learning at University and other educational settings. You will spend 120 days divided between at least two different school placements across the 11-16 age range within the secondary age phase.

Your University tutor team is available to assist you throughout your training, supporting development of reflection. Every effort is made to ensure that high-quality school placements are provided to you, facilitating learning through observing, co-teaching and being observed by experienced teachers in the classroom.

All course modules provide examples of good practice in pedagogy which you will reflect upon as you develop your own teaching style - you will be expected to actively participate in your own learning and development.

Teaching on the course comprises a variety of methodologies that will prepare you for life in the classroom including teacher-led discussions, pupil-led exploration, peer-group discovery, problem based learning, e-learning and the provision of individual targets.

You will be assessed in a variety of ways including written assignments; classroom based investigation and other school-based activities, and appraisal of practical teaching skills.

Typical activities may include:

Observation of teaching, before undertaking 'sheltered' teaching activities, for example teaching parts of lessons or small groups of pupils within a class

Progression to teaching single or short sequences of lessons

Further development through reflection on planned classroom activities

Development of teaching skills as you move to sustained sequences of lessons

Research that takes place in both University and school settings on selected aspects of your practice.

PGCE: Programme Structure
The PGCE course takes place over 180 days, and 120 of those days are spent in a school. You will have one school attachment during the autumn term and another (in a different school) in the spring/summer terms.

One of our strengths is that we have a vast network of high quality partnership schools in which to place you for the extended school placements. We ensure that you receive high quality school-based training by selecting schools with highly trained mentors and a proven track record of excellent trainee outcomes. We will also take other factors into consideration when placing you, such as your geographical location and transportation, to provide you with the best possible experience in a convenient and suitable setting.

The University-led elements of the course take place at our Walsall Campus. Our PGCE starts in early September and ends in June, and it is an intensive academic and professional training course that effectively prepares you for your first teaching post and beyond.

The course comprises of a two day professional placement in mixed subject groups, two extended school placements in your subject specialism and two periods of University-based teaching - September to October and January to February. The programme also includes a short Primary school placement and additional opportunities for a range of enhancements to your course; for example, experience of teaching pupils with special educational needs, teaching pupils at post-16 level or teaching pupils for whom English is an additional language.

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Our Postgraduate Certificate in Education (PGCE) in Secondary Education provides a high standard of training for those preparing to take up a teaching post in the secondary school sector. The course complies with the statutory guidance from the Department for Education for Initial Teacher Training courses.

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"Overall the course has been outstanding and has been full of valuable teaching experiences that have prepared us for our future career. The support from my Course Leader has been amazing and I have always felt I can approach her for support, feedback and advice."

"As we have to be reflective in order to adapt and improve our teaching styles, I applaud WMC for practising what they preach and always seeking feedback in order to adapt and improve the PGCE to make sure it is totally focused on helping their Associate Teachers to reach their goal."

"Thank You for the support given and the time to mould me in to the teacher I am."

"The course has instilled a huge passion for teaching in me compact with creativity, resilience, perseverance and a strong teaching basis which I can build on. Furthermore, the course leader and SCITT leader have both prepared us well through explaining the NQT process in great detail to us, ensuring that we know the right way forward in order to succeed."

"I am so glad that I chose WMC to pursue my teaching career. I feel that I have gained all the relevant skills needed to become an effective teacher. I was able to gain my job through the courses 'get that job' day - another huge plus! My Course Leader has been supportive and effective with her feedback and has enabled me to become the teacher I am now. My confidence grew quickly over the first few months of the course and has continued to grow since, alongside my skills. Thank you for all your help and support!"

"I feel that the course has been able to effectively improve my confidence as a teacher and it also allowed me to look forward to entering my NQT year. Thank you for being a fantastic tutor throughout the course and for being supportive throughout all points of my training year. It certainly has been an interesting journey!"

"I have honestly enjoyed every second of this course. I'm starting to think I've done something wrong because I have enjoyed it far more than getting stressed or disheartened! I couldn't have asked for any more support than what I have received or a better method of delivering the course. I would just like to take the opportunity to thank WMC for everything. I'm finally doing exactly what I want and wouldn't have got here without you! Finally, my Course Leader has been fabulous!!! In every way!!! Thank you!"

"I would like to say thank you to everybody who has been a figure in the course at WMC, I feel that the course has been run to a very high standard. The support that my Course Leader has given all students throughout the year has been exceptional, whether that be somebody to just talk to, or, professional feedback on our teaching"

"Overall I have been incredibly impressed by WMC. We were told at the start of the course to develop a proactive approach and I feel the course has given a good foundation on which we can build this. My Course Leader has been outstanding. I genuinely believe I would not have gotten through the past 10 months without her. Her understanding nature and support has been invaluable, her pep talks inspiring and she has always been on the end of a phone or email when I have been having a 'wobble.' I am extremely grateful - thank you!"

"I am very pleased with the level of understanding, support and teaching I have had from the WMC. Thank you! I would like to take the opportunity to thank my Course Leader for her incredible support, including responses to e-mails, especially those I sent outside of normal working hours, it is appreciated!"

"It has been an absolute pleasure to be a WMC student! The support right from the word go has been relentless and confirmed my belief as to why I wanted to train through WMC who have provided me with opportunities like no other."

"I believe the course was excellent as well as the structure, I have been very fortunate to have had 3 excellent placement schools with very supportive mentors. I would recommend this PGCE course to anybody - I had high expectations and I believe this ITT has met them! I believe I am now very prepared in starting my career, whether that's educational based or working with people and families in a similar manner. WMC was a pleasure to be part of, so thank you."

"I just want to say how grateful and thankful I am for the training and support received. I feel prepared and excited to begin my new career. I have had a very positive year, though difficult at times, and it has been rewarding, encouraging and fun."

"I wanted to train through WMC who have provided me with opportunities like no other."

"I believe the course was excellent as well as the structure, I have been very fortunate to have had 3 excellent placement schools with very supportive mentors. I would recommend this PGCE course to anybody - I had high expectations and I believe this ITT has met them! I believe I am now very prepared in starting my career, whether that's educational based or working with people and families in a similar manner. WMC was a pleasure to be part of, so thank you."

"I just want to say how grateful and thankful I am for the training and support received. I feel prepared and excited to begin my new career. I have had a very positive year, though difficult at times, and it has been rewarding, encouraging and fun."

"I have thoroughly enjoyed this course, I have achieved the best I could and surprised myself academically and practically. My Course Leader has been an exceptional supportive tutor and I am grateful for her being so easily contactable when any issues arose. Thank you!"

"The feedback for both teaching practice and written work has been second to none. I feel I have made good progress due to the fact the feedback has been specifically tailored to help me improve my practise. The feedback was also realistic - I was able to change/amend my work accordingly"

"I would like to thank you for all of your support and advice over the past year, I wouldn't have been able to do it without such a strong support network. I can't recommend the course enough"

"What a year, what a course. Thank you!"

"We are extremely pleased with the quality of our recently appointed NQT. She hit the ground running, demonstrates great initiative and is an excellent communicator. Her first observations were the best I've seen from a newly qualified teacher - very impressed!" - Primary Headteacher"

"The support from West Midlands Consortium and the additional support from head teachers, teachers and TA's was incredible and helped me to reflect and improve throughout the course"

"I feel that the course prepared me for life as an NQT very well. The range of sessions and differences in placements was very helpful. It has also been much appreciated that I was supported both during the course and as a NQT. Thank you!"

"I believe that the WMC PGCE in Physical Education has been an extremely positive experience and has fully prepared me for my NQT year. Further to this I believe that the on-going support offered by the course tutor means that, even as a qualified teacher, I will be constantly supported if necessary"

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"Overall the course has been outstanding and has been full of valuable teaching experiences that have prepared us for our future career. The support from my Course Leader has been amazing and I have always felt I can approach her for support, feedback and advice."

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Lesson planning is essential to a class running smoothly. Prior planning helps me to know what needs to be achieved within the lesson and then I can evaluate how well this was executed. Evaluating after the lesson helps me to know which students need more help and how I can do this within the next weeks.

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This is an example of one of my lesson plans within my community classes. It is very adaptable and can be used frequently because it is easy to come back too. The difference between this and one that can be used within a school is that it would be more specific and could include students names that need extra support and provide activities specific to those students.

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I have also had work experience with a secondary education setting. I observed and taught a variety of classes ranging from year 7-11. The most interesting concept around is that you don't just teach dance, there is a multitude of things to do within the timetable. This comes under other lessons such as P.E, Drama, Music and Opening minds. Opening minds is a specialised class for year 7 students to break them into their new curriculum's so it involves subjects such as Drama, Geography, History etc...
Working with all different age groups allowed me to gather information on how they work best and what they respond too in terms of learning material. It was surprising how many students were actually interested in dance as a subject and applied themselves fully towards it within lessons and outside.

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For lesson planning within the school, I decided to follow their way of doing things so there was a continuation. However, upon doing so I found that it was different due to their not being as much detail and it was just a basic outline of the lesson rather than being completely specific.

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Example of presentation used within a year 7 lesson to assist teaching. It's a great way of getting students engages within the lesson.

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I would like to get some experience within the primary sector to expand my knowledge. It will be good to see how the year 6's transition when going to secondary school and how we can make this an easier process for them to break them into such a huge step.
After speaking to Wolverhampton about this, there is an opportunity for me to do so within my course so this will enable me a broader reach of learning techniques and how to apply them to different ages.

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Social media is a big way of advertising for me and I mainly use Facebook to do this as it’s a huge platform that a large percentage of people have. Instagram could also be a useful tool for me but this is something I will look into the future as it’s not a necessity right now. Uniform is also a great way of advertising as when students are arriving or leaving, they're showcasing their uniform so people can see which dance school they attend and it will spread the word this way.

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Keeping in contact with students and parents is an absolute must. If you show that you're constantly posting and setting challenges etc, the more they will get involved and participate. This is also a great way for the parents to network with each other.

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For the last 3/4 years, I have also been coaching football to young children who are now 9/10 years old. Working with them has been beneficial to me as I know how to work with different children and how to adapt my approach to suit their learning needs. This has translated a lot into teaching and has allowed me the experience I needed. It has also provided me with a lot of opportunities such as gaining my level 1 coaching verified through the FA, safeguarding and first aid training.

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''Vanhulle Dance Theatre's work is audience-focused and the company believes in equality through art: It is important to reach all types of people through dance, thereby making the gap between performer and audience member smaller, meanwhile challenging the audience to reconsider their own perceptions of both dance and the world around them.''

Laura Vanhulle, the artistic director and founder of the company travels all over the world to perform and deliver workshops. She is regularly at Dancexchange in Birmingham teaching classes, but also teaches workshops within education.

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Vanhulle Dance Theatre is a brand new contemporary dance company, hailing from Birmingham, led by Artistic Director Laura Vanhulle.

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Flexus dance collective is continuously growing and rapidly expanding as they've introduced their new touring company, 'Sterran touring'.

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Flexus Dance Collective, based in the West Midlands, focuses on the enrichment, training, promotion and support of young people, developing and establishing artists. Since it's formation in 2003 by Katy Sterran, the Flexus reputation and profile has been built through the high standards, discipline and professionalism instilled in the dancers through training and performance, with the Organisation's ongoing commitment and investment to nurture and support the dancers throughout their Education, Training and early Careers.
'Nurturing the Dance Artists of the Future.'

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Flexus Dance Collective, based in the West Midlands, focuses on the enrichment, training, promotion and support of young people, developing and establishing artists.

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Translucent Dance Company is a contemporary company based in Worcestershire led by Artistic
Director and Choreographer Anna Lines and Company Director Elizabeth Winter. We are a company on
a mission! The company repertoire is dedicated entirely to current positive global movements and
promotes equality and support for individuals from all walks of life in a radically changing World.

We want to make a difference. Our aim is to raise consciousness and educate our audiences primarily
on environmental issues and sustainable living but also mental health, inclusion and equality.
Translucent aims to connect and inspire its audience bringing these current, local and global issues to
theatres and public spaces.

Audiences can expect highly physical and emotionally charged work, that explores both the strength and fragility of human existence on our planet as the dancers wade their way through themes that matter; in a mission to make a difference.

"Beautiful, work that is transcendent of words" Audience member - Tilt festival

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Translucent Dance Company is a contemporary company based in Worcestershire led by Artistic Director and Choreographer Anna Lines and Company Director Elizabeth Winter. We are a company on a mission! The company repertoire is dedicated entirely to current positive global movements and promotes equality and support for individuals from all walks of life in a radically changing World.

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Akram Khan Company - One of the most original and celebrated choreographers of international dance. Acclaimed for his dance language rooted in the ancient Indian dance – Kathak.

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One of the most original and celebrated choreographers of international dance. Acclaimed for his dance language rooted in the ancient Indian dance – Kathak.

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This is for those who want to dip their feet in dance. We provide fun, energetic and educational open classes.

Our street dance PDS students train and perform nationally and internationally on a regular basis. Previous trips include New York City, Amsterdam, Dusseldorf, Las Vegas and more performing alongside Justin Bieber, Stormzy and supporting Anthony Joshua.

Our students continue to achieve more all year round.

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This is for those who want to dip their feet in dance. We provide fun, energetic and educational open classes. Our street dance PDS students train and perform nationally and internationally on a regular basis. Previous trips include New York City, Amsterdam, Dusseldorf, Las Vegas and more performing alongside Justin Bieber, Stormzy and supporting Anthony Joshua.

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We create and tour a wide range of inspiring and powerful dance-circus productions to theatres and festivals in the UK and across the globe. Our distinctive, highly physical style integrates elements of circus and acrobatics with breath-taking dance to surprise and delight our audiences, using powerful narrative and incredible digital imagery.

We also offer a vibrant programme of education and training activities for all ages, including classes, post-show discussions, workshops in schools and a range of professional development opportunities. We are supported using public funding by Arts Council England.

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Motionhouse | Pushing Dance-Circus To Its Limits

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Tour Dates, Charge, Productions, Classes, Corporate Opportunities and Entertainment, Learning and Training, Support Us, Work For Us, Contact Us

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Dance Teacher Jobs - February 2020 | Indeed.co.uk

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Apply to Dance Teacher jobs now hiring on Indeed.co.uk, the world's largest job site.

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All theatre jobs and vacancies in London and across the UK

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80 live jobs - Browse all the theatre jobs and performing arts vacancies on The Stage Jobs, including auditions, backstage theatre jobs, theatre wardrobe jobs and theatre management vacancies.

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The best way of promoting my business I have found is word of mouth. Parents of the students tend to talk to other parents at the children's school's and they promote it this way which in turn gets us more children within classes. This is the easiest and most beneficial method we have found. However, it can also cause a lot of problems if somebody has a bad opinion on your business. This can be solved directly by getting into contact with the person in question and trying to resolve any issue they have before any damage can be done to the reputation of the business.

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Free Taster Classes Available, Enquire now.

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C.A.D.A is a fun, dynamic & action packed dance academy situated between Swadlincote & Burton Upon Trent. It consists of over 100 talented pupils both male & female from age 2 to adults with 3 qualified and very experienced teachers.

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C.A.D.A is a fun, dynamic & action packed dance academy situated between Swadlincote & Burton Upon Trent. It consists of over 100 talented pupils both male & female from age 2 to adults with 3 qualified and very experienced teachers.

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C.A.D.A is a fun, dynamic & action packed dance academy situated between Swadlincote & Burton Upon Trent. It consists of over 100 talented pupils both male & female from age 2 to adults with 3 qualified and very experienced teachers.

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Instep Academy of Performing Arts is based in Swadlincote, Derbyshire and offers a range of dance and gymnastics classes for all ages and ability - inlcuding Ballet, Tap, Modern, Hip Hop, Gymnsatics, Cheerleading, Tumbling, Freestyle & Theatre Craft.

We also offer weekly classes for both Drama & Singing.

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Instep Academy of Performing Arts is based in Swadlincote, Derbyshire and offers a range of dance and gymnastics classes for all ages and ability - inlcuding Ballet, Tap, Modern, Hip Hop, Gymnsatics, Cheerleading, Tumbling, Freestyle & Theatre Craft. We also offer weekly classes for both Drama & Singing.

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The dancing school aims to offer a broad selection of dance styles, to suit all ages and abilities.

The dancing school was established in 1979 when Wendy qualified as an Associate Member of The National Association Of Teachers Of Dancing. Since that time Wendy has spent fourteen years teaching dance and P.E. at a private school while establishing her own classes and teaching for Jean Blessington in Burton.

In 1986 Wendy took over the running of the dancing school from Jean as a wedding present.

In January 2012 Wendy has been made a Theatrical Examiner with NATD.

The dancing school operates on Mondays, Tuesdays, Wednesdays, Thursdays and Saturdays from:

Unit 6

Wood Street

Burton on Trent

DE14 3AB

In September 2019 we moved into a new home, after having been based at Shobnall Leisure Complex since October 2017, after the closure of the Imex Business Centre. We have two superb dance studios, a waiting area and free parking.

The school enters pupils for examinations as well as giving dancing displays at school fetes, nursing homes and charity events.

Wendy offers private lessons to couples wishing to learn a first wedding dance, private classes are limited, please enquire for availability.

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The dancing school aims to offer a broad selection of dance styles, to suit all ages and abilities. The dancing school was established in 1979 when Wendy qualified as an Associate Member of The National Association Of Teachers Of Dancing. Since that time Wendy has spent fourteen years teaching dance and P.E.

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The Arts Jobs list details current vacancies and opportunities in the arts community, and Arts News details arts events, news and press releases. Both mailing lists are generated entirely by Arts Jobs and Arts News members.

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I have organised to go and observe some classes within the SEND sector within the college to try and help expand my knowledge on how these college students learn best. It will help me with my approach to teaching as mixed classes are becoming more and more frequent within the secondary setting.

Update:
I went to observe and participate in some classes within the send sector. It was a really eye-opening experience and allowed me to see teaching in a completely different environment. From taking part in these classes I can see that it has a very beneficial route to go down and can be rewarding but it can also be very testing at times and require a lot of patience and hard work. However, I did really enjoy this and upon speaking to Wolverhampton for next year, there is an opportunity to revisit the send sector within my teaching degree as this could be a potential area I want to go into if I feel I am better suited to it.

Completing some observations within these classes inspired me on my dissertation subject and whilst researching into it, it really interested me in the different learning methods used to approach these specific groups of learners. Over the summer months before my PGCE, I want to make sure I am up to date with subject specific materials within dance to ensure my own learning is up to speed and I am familiar with the curriculum within both the SEND sector and the mainstream.

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The interviews I attended were all different in what they offer at the time. Wolverhampton was quite a simple process in terms of having a group discussion; an English and maths test and a small 1-1 interview to talk about why you want to teach. This was straightforward and took a lot of pressure away from the day. They made you feel very welcoming and relaxed into the situation and it was nice to meet others that could potentially be on the course.

Telford was a more stricter type interview with an ‘audition’ and a microteach to a group of students. This felt like more of a job interview and more formal in comparison to the Wolverhampton one, but it was good in terms of preparing you for the industry and getting you ready for these types of scenarios. Comparing both, I feel like I enjoyed the Wolverhampton one more as it was a more relaxed environment and I feel like they really cared about what their prospective students wanted. This is what influenced my decision.

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At first, I needed to hold a 1st Degree to obtain my conditional offer at Wolverhampton. However, in light of recent events, I now only need to pass my course and pass a successful advanced DBS and health check to ensure my background checks are all clear in preparation to teach. Over the break, I will be studying the curriculum of dance and schemes of work to familiarise myself with them, so I don’t go into September knowing nothing about it.

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From interacting with these practitioners, the main thing I have learnt is that success does not happen overnight, and it takes months/years of hard work to get you to where you want to be within your career. Starting off small is not always a bad thing and although some people may look down on you, you just have to be thick-skinned and push through it as you will come out better on the other side of things. Building up your own brand/business is so rewarding, and you just have to be patient and persevere through the bad times. Although there can be things thrown at you such as money problems, venue hire, lack of students etc, they can always be resolved and there is always a solution.

It is better to work with other people in the industry as this helps you develop yourself. For example, working with other choreographers will help you recognise your own choreographic patterns and abilities as they will push and challenge you. Doing this also allows you to make connections and network with people which can help you in your career as it’s about who you know within the industry to get you jobs.

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I chose these specific schools and companies because in their own way they’ve been innovative enough to leave their mark within the industry and create a name for themselves that stands out from their competitors and I believe this is important within this day and age. To get to where they are now, it has taken time, money, and a lot of hard work. They have built upon their successes and had many failures along the way, but that is the easiest way to learn by failing and then trying again until you get it right. I think this is an important lesson for me to consider, not just for my business but for my degrees also. If something does not go right the first time, it does not mean it is going to keep happening because you just need to learn from it and try a different approach.

I want to improve on adapting my approach after looking into all of these different businesses. It has taught me that I need to try new things and not go for the easiest option because it is quicker or easier. I need to take risks and whether they pay off or not is depending on how hard I work towards it. If they do not work, then I can learn from my mistakes and continue forward looking for a solution rather than giving up.

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From the position I'm in right now, I don't think I would be ready to apply for these types of jobs. I already have experience within the actual teaching side of things and have limited experience in the paperwork elements. This is what I need to focus on more as this will help me work towards these kinds of jobs but these are the skills I will be working on within my PGCE. Getting my teaching degree will also allow me to be qualified for these types of jobs and gaining my QTS will enable me to do so.

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Throughout this process I have learnt that the best way of progressing within this industry is networking with people. This gives you the best opportunities and allows you to consistently adapt and built upon existing skills. The more contacts you have within the industry, the more doors you have open at all times. These people could tell you about interviews, job opportunities or even land you in a role depending on their job. This is why it's important now to build relationships with others and create contacts for future reference as everybody can help someone else along the way.

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For the teaching side of things I think experience is vital to landing any teaching role. From experience with friends, they have had all of the qualifications and attributes needed but have been beaten out of a role by somebody will lesser qualifications yet more experience. This is why I'm glad I am getting the experience behind me before heading into my PGCE to give me a little head start rather than rushing around to find work.

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I have also learnt that things don't happen overnight and you could be waiting years to even get a glimpse of your dream jobs but that's alright because you can gain numerous skills along the way to help you. Sometimes it doesn't always work out, but sometimes it can be for the better because you could land a job that you never even thought about and absolutely love it.

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Over this past year, I have really been thinking about my future more in-depth and this is what led me to apply for my PGCE and I can successfully say I will be studying Secondary education: Dance at Wolverhampton in September. This wouldn't have happened without patience, hard work and determination and these are all key attributes I will be taking with me into teaching.