After much preparation we launched the I CAN MOVE programme in February 2012. The word was spread among youth and cultural organisations in Palestine about this innovative programme and some 60 persons attended the initiating classes and modules. These introduced contemporary dance techniques and focused on team-building, ice-breaking and creating a community. Some 20 persons made a long-term commitment to the programme and started learning pedagogical and technical skills required for establishing a Community Dance Movement. The foundation for growth is formed.
We followed principles introduced in the first semester with trainings in various dance techniques such as Graham and Chladek as well as in examining presence, space, framing and other technical basics. We advanced work on anatomical perception, body strength, and non-dance movement such as Tai Chi. Intensive modules covered topics such as dance history, repertoire and the creation of a performance; communication and presentation skills; the Axis syllabus and dance as therapy. The group is turning into a team.
The Rite of Spring/le Sacre du Printemps, a community dance performance featuring 250 street children/child labourers was an invaluable learning experience with many highs and lows which took up a good half of the semester and included two intensive modules. Dance technique classes covered Bartenieff fundamentals, sequential order, improvisation, postures, Yoga, swinging and articulation. The other intensive modules focused on teaching dance to children and dance medicine. The trainees also held their first weekly classes for women in villages. Knowledge and experience is put to the test…
After the first cautious steps and the drama and excitement of the first big performance the students and trainers settled back into a productive routine, working hard on dance technique, choreography, artistic research and on aspects of teaching, learning and performing. An intensive module also introduced the trainees to the technical aspects of a theatre production. Dance classes in schools continue and the Shurouq centre becomes a base. Individual and group identities are developing…
Working on building an inclusive society in a troubled and divided land took on concrete form with ‘Serendipity’, a performance featuring 60 persons with diverse abilities. The trainees analysed diversity, conflict and communication. Nadia Arouri prepared them mentally and physically with yoga techniques. Maria Arroyo Menendez showed the trainees how everyone can dance, regardless of ability as was demonstrated in the outreach performance of ‘Serendipity’. Lina Höhne continued with the technique classes and the trainees had the chance to be ‘teachers for the day’. Personal and professional horizons are broadened…
Whilst the trainees continued to deepen their dance technique, looking at expression through movement and creation as a skill and its role in choreography, they also got introduced to business and administrative skills that every organisation needs: financial administration, marketing, planning and budgeting. The trainees began to take on ownership of the programme. Art and pedagogy are rooted in working life…
The trainees moved on to creating and teaching their own six-day modules to their fellow trainees under their mentors’ supervision and with critical self-analysis as a group. Through Petra Frank we took the trainees’ knowledge of choreography to a new level and explored the potential of dance therapy. A three-week visit to Sweden was a great creative inspiration and an excellent networking opportunity for all the participants. Finally, the results of the training in this semester were presented in a ‘Try-Out-Performance’, which loosened the boundaries between performers, stage and audience. Fledglings learn to fly…
We created collaborations with the private sector to provide employment for the graduates, giving them a platform on which they can build a future in community dance. Our focus fully turned to individual support and artistic development. The almost-graduates set up and ran their own programmes and activities, using all the skills they have learnt so far. They each produced a semester plan and detailed weekly reports for discussions and feedback. We also promoted continuing self-education through bi-weekly book discussions. An end and a new beginning…
