Carys Dickens

One of the areas of learning that I covered in my essay was creating free enchainments (or dance sequences) through a syllabus framework. Which got me thinking about why syllabus dance classes and why we do them instead of non-syllabus dance classes. In the UK there are several dance examination bodies RAD and ISTD being the most prominent. I am qualified with ISTD to teach ballet, tap and modern.  There are lots of dance schools in the local area I live and teach in (South Wales) that are non-syllabus dance schools. Something that I didn't know was common until I moved here, having grown up in Hampshire where a very big proportion of dance schools teach ISTD and/ or RAD ballet, tap and modern. A syllabus exists to teach to a certain standard and ensure students have the skills and knowledge at that required level, to provide a benchmark.  I believe there are pros and cons to both syllabus and non -syllabus dance classes. I think the following website sums up some of these ver...

 I have just had a look through Pedro's blog of blogs checking up on blog updates from my fellow students and whilst commenting on Tyla's blog and supportive parents, it then got me thinking, of on a tangent I admit, about 'pushy parents' in the dance industry.  ( https://findingmywaythrumusic.blogspot.com/2022/10/six-finishing-stack-of-waffles.html?sc=1666982893350#c8154352109382166088 ) I have encountered my fair share, it must be something about the dance industry, the shows, the competitions etc. I have to say none quite as extreme as the US 'Dance Moms' but still some who make you question if they are acting in their child's best interest. For example, overcommitting them to too may classes, shows, competitions, auditions etc, using harsh language and criticism to get them to work hard and perform well. Some even marking their own children and peers as if they were a judge and then critiquing them. I could go on.  However it then made me think I've ...

I’m catching up on Wednesday’s lecture And reflecting  on my influences. My childhood dance school was a massive influence on me; from my fellow students, my classmates and the senior students when I was 3 years old watching them in my first show, my tap and modern teacher and the other competitors in festivals we used to participate in. As with a lot of my peers on this BAPP course I also did pantomimes as a child and was in awe of the professional dancers. So when I was one of those professionals dancers after graduating from dance colleges that felt great. Also, West Side Story, Grease and Dirty Dancing 2: Havana Nights were both a summer holiday staple that my family had to endure every day for 6 weeks at a time. Luckily not both in the same holidays. As far as moments that I can think of along my career were other dancers I found inspiring on one of my cruise contracts. A few of them were just so energetic and still gave a knock out performance 6 months into a contract and rea...

I am beginning to start writing my Module 1 BAPP Essay and I'm discussing the language used in class by dance teachers and how this can have a detrimental effect on students body image. It's got me thinking about all the instances where I've been subject to or witnessed unethical language during my training. Some examples that I can remember; 'Fairy elephant' when landing from jumps 'You'll give the boys a hernia lifting you' during pas de deux/ partner work classes 'your legs look bigger after the Christmas holidays' whilst being a UK clothes size 6/8 I'm sure there is plenty more shocking examples in the dance industry. Have you experienced language like this? Some may argue it's to prepare dancers for the tough reality of the dance industry or help them develop a 'thick skin'. Its common place in the industry, but why is it still continuing in this day and age? How many other industries would just brush off this kind of languag...

Academic writing.... 2 words that don't exactly make me jump for joy. Before starting the BAPP course I was a little apprehensive about the writing part of the course. At school I found subjects like Maths easier, having a clear question and answer, with no grey area in between. Also, being 31 it's been a good 13 years since A Levels when I last wrote an essay.  Over the past 2 weeks we have had 2 lectures about Academic Writing and we have been given some tips and exercises about how to get into a flow with writing and how to read academic writing. I am definitely feeling a bit less nervous now and writing this blog has definitely helped to get into a flow and not be so hypercritical about what I'm writing. Before the second lecture I had started to research for sources to support the areas of learning I have been considering for my essay. I realised some of the SQ3R technique I had been doing naturally, for example, trying to get a brief overview of the text before readin...