What can we adults do when our children hide their pain and pretend all is well, when, deep down, we know for sure that this is just not so? Whether we are parents, teachers, carers or simply just 'friends', something inside us calls out to us to 'do something.' It is not just a matter of a child's 'wilfulness' and 'moods.' We can sense this hidden pain that never completely goes away. We can see how otherwise healthy children are being held back from achieving their full potential. Why, we ask ourselves, in this world of advanced technology, does this problem of children 'under-achieving' seem so difficult to solve? Yet the answer to setting a child on the road to recovery is near at hand. Yes, it is true: with a little basic training in 'what dance and the related arts can do for us and our children' you and our school together can make a huge difference - and together we can remove a heavy weight for our community and millions of other children around the world. So - what are we waiting for?
In the words of the immortal late Lord Menuhin, 'Dance Therapy is a most important avenue, not only to self-expression, but to a way in which a human being may be influenced from within.' Yes, Lord Menuhin did mean that developing and using our own inner resources is the most effective way to understanding our own problems and putting things right.
Whether we are interested in studying the use of 'dance therapy' as intervention for psychiatric illness or, more simply, to help us address some of the more serious everyday malaises from which most of us suffer from time to time, we must learn to recognise and respond to that deep-down 'inner voice' that lies within each of us. The best way to achieve this is through the arts.
There is no doubt whatsoever that the ideal base for working with the arts as therapy is dance, justly hailed by the dance historian Curt Sachs as 'the mother of the arts.'
Dance Therapy at community level can help us, first, to identify what it is that is holding a child back from achieving his or her rightful potential. Talking with the child is the traditional answer – but what if the child finds it difficult to find the right words to express how he or she is really feeling? Shyness, embarrassment, fear are just a few of the reasons – and what if those around just do not have the time – or are absent or just too stressed out trying to make ends meet.'
When, for any reason, the spoken word breaks down, the time-honoured 'art of dance' provides us with an alternative language with which to tell others how we feel.
More than that, in becoming involved in the art of movement, even if we are limited in how much we can do physically, we are handed the key to an incredible new world, increasing immeasurably our enjoyment and appreciation of the arts as a whole.
For the growing child, opportunities such as this are just as important as any academic studies.
You will see that our school are offering 3 courses at the present time – a Foundation Course (for Theory-only Diploma), a Follow-on Course (with practical requirements) and a second Follow-on Course specialising in the needs of Elderly populations.
All our courses prepare the student to help 'make things better' for individuals and groups, both locally and in other parts of the world, who need a helping hand. We begin, in the Foundation Course, by looking at 'what dance can do' for the growing child. This knowledge is important for us as adults, for is there not 'a child in all of us?'
We invite you to take special note of the section 'Traditions' which you will find under 'Course information.' Only the best is good enough for you – and for all your future clients!
Our School very much hope you will decide to start studying with us soon!
Director of Studies
Member UNESCO CID 1st April, 2014
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The title 'First Lady' of dance therapy belongs to just one outstanding individual – Marian Chase from the USA. Immediately following World War II, the renowned St Elizabeth's State Mental Hospital was inundated by requests for help for badly affected returning servicemen and bereaved families. Music, art and drama therapy had all been developed to a high level in the hospital, and in this critical situation, were proving their value more and more with each passing day. But no one had suggested using the art of dance in this way – 'dance herapy' was completely unheard of!
Someone on the hospital's committee put forward an idea which was to change all our perceptions for all future time. 'Why not invite Ms Marian Chase, already renowned as director of one of America's leading modern dance academies, to visit the hospital and give her opinion?'
Later in her highly successful career, Marian Chase made no secret of the fact that, initially, she was almost overwhelmed by the degrees of human suffering which confronted her at the outset. Although she was widely known for her endless patience and perseverance with pupils who found dance 'difficult', she had never come across anything quite like this. She was almost tempted to give up – all she could feel were fear and trepidation. How could any efforts on her part make any difference whatsoever? But something stopped her from walking away. She noted that young Red Cross aides had pluckily been organising ballroom dancing classes on some of the wards for some time,and these were hugely popular. She recruited these young people at once as 'dance leaders' to help her to take 'rhythmic movement to music' on to all the wards, even those for chronic schizophrenic patients, some of whom had not uttered a single word for up to 20 years. The result – a miracle. First, Ms Chase and her team managed to make the patients laugh. Even more importantly, one or two started to make monosyllabic comments to their doctors in the days that followed. 'Dance Therapy' had scored its own breakthrough, and, for the first time in history, started to find its way into medical encyclopaedias. Art, music and drama therapy had acquired a new and highly successful partner. It was time for the world to rejoice!
From the outset, Marian Chase had realised that the key to success, in all the challenges she faced, was 'teamwork.' There was never any question in her mind of attempting to 'go it alone.' First it was a matter of learning from the experiences of colleagues from the art, music and drama therapy professions. Then she was ready to exchange ideas with the psychiatrists themselves, embarking on a lengthy series of meaningful dialogues which since then have changed perceptions around the world. Our school are proud to have learned so many valuable precepts from that extraordinary partnership between a dance professional of the highest calibre, and a group of top consultants responding brilliantly to what must have been the most desperate crisis in their entire experience.
Only such an example, we feel, is good enough for our children, and why we too recommend the 'co-operative approach' at every stage of our study programmes.
Elsewhere on this site you will find information about training on line – its convenience, its cost-effectiveness, and above all its rates of success.
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UNESCO – the United Nations Educational, Scientific and Cultural Organisation – has as its principal aims 'to promote international collaboration through education, science and culture in order to further universal respect for justice, the rule of law and human rights, along with fundamental freedom proclaimed in the UN Charter.'
Our School are therefore extremely proud to have become members of UNESCO CID. This highly efficient and hardworking body have completed some unique research into the efficacy of dance for health and wellbeing in communities all around the world. Our own research into the therapeutic aspects, especially our links with universal medical science, entirely fits into the impeccable framework created by UNESCO CID over several decades.
We are happy to say that this valuable relationship between our School and
On achieving your Full International Diploma with our School, the following will also happen: