ABSTRACT
Children could be asked, in a group of four, to produce a report on a dance lesson. Each of them might concentrate on a different aspect of the work. This would enable them to use the language of dance to some purpose. This chapter presents an account of a dancing session with the video which shows the children putting together movements and ideas. The sequences, although brief, have a beginning and an end, the contents of which vary both in movement choice and precision. Two children, when asked if they would like more time for dance, reply that ". Our parents teach us to talk and to read and to walk, why don’t they teach us to dance?" Making up ‘quite a good routine’ involves opportunities to redraft, discard movements, line, pattern; to rub out and begin again through dialogue, interaction and thought. The arts suffer from this curriculum interruptus.
