The day begins with a warm welcome from Natalie & Amy, the creators of Groove Child, short introductions by the group, and an overview of the syllabus mission and ethos.
We then begin with a quick discussion about the talent development & optimal learning environments – some useful concepts teachers may or may not already be aware of, but ensuring an interesting and positive discussion to set the tone for the day. We refer back to this throughout the day and HOW the use of Groove Child at your school can help grow the talent of your students of all abilities.
So! The first phase of the Groove Child® Toolkit pilot at Mudeford Infants School is over…but the mission is not quite over.
One-to-one feedback between our facilitator and the school teacher is scheduled for this week and we can’t wait to gather further insight into the toolkit’s ease of use, and it’s potential for contributing to both the physical and emotional development of young children within a Primary school setting.
But first! The news I know you’ve been waiting for…
As part of our mission to inspire a more ‘whole child’ development approach to dance, we developed the Groove Child® Primary Teachers Toolkit – filled with easy to use, creative and adaptable movement exercises for Primary school staff.
The toolkit is a way to inspire our school teachers to use dance and creative movement more frequently (daily, if possible!) as an active learning vehicle in the both the classroom and the the PE session.
Some subtle but effective ways we can help build a healthier mindset in our young dancers from a early age, so they aren’t held back by a lack of self-belief.
Healthy minded dancers means healthy human beings! And ultimately, brave, confident and expressive performers.
Mindfulness for children is about teaching them healthy mental habits, tools they can use to pause and relax in moments of anxiety or stress, and a way to release to any negative thought patterns they might feel (now or in the future) that could hold them back from success…
What is mindfulness?
And why is it important for our young dancers – and children, in general?