Should Dance Be Allowed In Schools

Is it really necessary to incorporate dance into a child’s routine, when they could be gaining skills in other academic subjects, such as Math, Science and History, that will better assist them in pursuing stable, future careers? One would think that this is what the majority of curriculum based authorities question, as it is evident that dance is being neglected as a necessary, educational subject. Dance has been labelled as a challenging profession with little income, deeming it as an unstable career for many performers, as there is no job security due to the constant dropping in and out of work between performances (Macdonald, 2006). According to Macdonald (2006), only the most talented will make a living in this highly competitive field

Legs should be working their way up to ninety degrees and contortions of the body should look graceful and painless. Through these demanding expectations, dance has become more of an elitist and exclusive activity, where one should only partake if they have the talent and appropriate body structure to create the visual aesthetics one would pay money to see (Anttila, 2011). However, these expectations are supposedly only present to those who are considering a career in dance; but is dance really accessible to those who do not wish to pursue a career in matter? Unfortunately, the number of children participating in dance has been decreasing over the years, with a 36% drop between 2010 and 2016 (One Dance UK, 2016). This is due to dance becoming less accessible to young people, as it not considered to be a vital subject for the national curriculum in many schools throughout the UK (One Dance UK, 2016). Findings by Anttila (2011) indicate that the reason dance is not a national curriculum in schools is because it does not concern all children, since only some are talented enough to study the arts. Often, the few dance classes offered by schools have dominant aesthetic preferences, which rids the joy and benefits of dance in young children (Anttila, 2011). This provides a negative outcome on dance, as it can generate low self-esteem in children who cannot execute the

To name a few, these benefits include things such as the reduced risk of obesity, healthy blood pressure and cholesterol levels, and the enhancement of an overall balanced lifestyle (Macdonald, 2010). There is significant evidence that children who partake in the performing arts spend less time sitting in front of a computer screen and therefore are at less of a risk of developing health problems, such as compressed spinal conditions including Scoliosis and an increased kyphotic curve (Stagecoach, 2014). Whilst dance is a decent way of incorporating fun and exciting ways of exercising into a young person’s lifestyle, it is also a good way to allow the expression of emotions in a creative way. The ability to express emotion comfortably in front of others shows mental maturity, and learning to do so through movement and dance provides a safe gateway for young children to explore their emotions, becoming better acquainted with oneself and others (Anttila, 2011). Nonverbal communication represents two thirds of all communication (Stagecoach, 2014). It is vital for young children to recognise that it is possible to send a message both verbally and with the correct body language, and to be able to read these signals from other people. Dance is a practical activity that can bring together children with a diverse range of characteristics, from a variety of