ABSTRACT
This chapter describes in detail a unique dance class format which includes a welcoming ritual, warm up, practice of skills, whole-group guided improvization, solo and small group free dance, performance for peers, relaxation and reflective drawing telling. Focus is placed on the importance of the dance space to support the communication of the young child’s voice through dance. The triple helix organizing strand of ‘creating, performing and responding’ along with Laban’s movement principles are introduced with dance syllabi from a number of sources. The role of the teacher in relation to intentional and purposeful planning is integrated throughout with the emphasis placed on the establishment of a dance culture of thinking which is guided by a number of key pedagogical principles that have been identified to characterize effective and high quality teaching and learning environments.
