Kirton Point Primary School
Kirton Point Primary School is located in Port Lincoln, which is situated on the Eyre Peninsula in South Australia. With an enrolment of 450, the student body includes students from Aboriginal, Ethiopian, Japanese, Indonesian and Anglo-Australian cultural and linguistic groups. Opportunities for the school to be involved in cultural activities such as dance are often restricted due to isolation. Positive experiences such as those that Artists In Schools project offer, provide access to arts experiences and also support one of the school’s priorities – education for boys.
PROJECT COORDINATOR: Heather Curtis
ARTIST: Footsteps Dance Company
PROJECT: Dancing with the Kirton Point Stars
Aims:
To engage Footsteps Dance Company to conduct a series of dance workshops with students to:
- Introduce traditional and modern dance to all students and build confidence in students as artists and performers.
- Inspire the children to dance for fulfillment and pleasure throughout their lives.
- Use the program as a springboard for students to create, perform and develop a love for dance in the future.
- Grow children’s teamwork and relationship-building skills as well as supporting them to increase coordination and fitness.
- Encourage boys to participate fully and provide them with opportunities to develop the confidence and inspiration to choose dance as a future activity.
The Artist:
Footsteps Dance Company specialises in Dancesport programs for schools. The company has developed programs for students in Reception through to Year 12, OSHC, and Vacation Care programs. Footsteps Dance Company has taken the raw form of Dancesport and transformed it into a combination of modern music and ‘old fashioned values.’
The company firmly believes that dancing proficiency encourages proper and meaningful social behaviour and interaction. The company seeks to build student’s self-confidence in a social environment and to boost their dance skills during the course. The company’s objectives are to provide an insight into traditional forms of dance, teach dancing skills and confidence, provide a high level of enjoyment and enhance each student’s level of fitness.
The Process:
A Footsteps Dance Company tutor named Jo was resident in the school for a week. During this time, students participated in a 45 - 60 minute dance performance each day. The students were introduced to a new dance style each day and were also provided the opportunity to revise the dances they had been taught previously. The artist taught the dance routine through demonstration, verbal description and repetition - gradually building up the different moves until the students were confident with the full routine. Staff provided students with opportunities to practice their dances with their classes at other times of the day. The project concluded with a school disco – providing the students the opportunity showcase their routines for parents and community.
Outcomes:
As a result of this project, dance has been recognised more widely amongst students as a non-threatening activity. Students gained an understanding that practice, persistence and method can enable people to achieve outcomes previously thought unattainable.
The project was enjoyable and fun for students, and has motivated many students to be involved in dance again in the future.
The final disco supported and enhanced whole-school ethos – sharing, caring and achieving together, and fostered a sense of personal and group satisfaction among students.
Highlights:
‘The dancing was good. I couldn’t wait for our lesson. The week went too quick!…I found out that I like dancing. I might be a dance teacher like Jo!’ Students
‘I was thrilled at the response from the students. They were excited, keen and interested.’ Artist
‘The project provided a magnificent way to develop cross-class cooperation and a positive whole-school feeling for the start of a school year. It was great to see the boys’ attitude toward dance change as the week progressed.’ Project Coordinator
410 students were involved in this project.
