Dance rehearsal updates

14 March.  Recently we have been planning our dance show, and the plot line, tying it together.  The first thing to do was to practice the line dancing, as our western theme was going to include line dancing amongst other types of dance.  We looked at a track from footloose which was very fast, and would include faster versions of the regular line dances we did like boot scootin boogie.  I found it hard to follow as it was quicker, I just about managed to learn the boot cmootin boogie, and the heel tap toosh-push, but I could not manage the chacha.  I will work on it and hopefully I can make some progress.

 

11 April.  Recently we have been working on our final project.  We have been looking at the line dancing, and inparticular for me, the boot scootin boogie track.  We have decided that I would be better to dance the slower line dance than the quicker foot loose track, as it would be easier for me to learn and carry out the steps confidently.  We also have been looking at ballroom dancing again, as for our show, which is about Callum entering town as a kind of rogue and wooing some women until someone kills him for what he'd done, needed to include some slower and more elefant dance.  We decided that I would do the waltz as I found that easier, and as Emily missed the waltz classes, she would do the quick step.  We have also slightly touched on America, the track in West Side story which is more of a musical theatre piece.  We have devised a solo sequence for me, as the angry character who was worried about the other girls.  It is quite a  simple dance, but I feel I can perform it well, as it is a lot of center stage mime and movement.  When the group enter, the speed kicks off and I have not properly looked at that yet as it is very confusing.

 

28 April.  We have been continuing to rehearse for the show.  We have been looking a little more at the rest of the West Side Story song.  As the chorus starts, we begin a turn across the stage which I found hard, but I have been shown how to step easily across the stage and then back to my start position.  We have also been working on the Waltz, which is slowly improving, although I abbw worry about standing on my own, and Callum's feet.  We have not yet looked at the final tango, which was when we will kill Callum, from Chicago.  We have also continued studying the line dance, which I am gradually feeling more comfortable with.  We have decided to cut out the chacha, and to only focus on the boot scootin boogie and the toosh push.

 

27 May.  The show is fast aproaching, and I am not quite confident yet.  I feel happy with the West side story track now, as most of my movements are centre stage, but when I cross the stage I am moving at an easy and comfortable pace, and I do not have the fast fight scene which we were looking at before.  The waltz has improved, as we have mastered the corners which we found very hard to cross efficently.  I am still happy with the line dancing.  My only worry is so we have not studied  the final piece properly yet, as the group practiced while I traveled home for the holidays.  I think we have a week of classes before the show so I am sure the running order and the flow of dance, and the final piece, will work out well.  The changes were partly because Callum is no longer a "baddie" so we had to change the final storyline.  But I am sure we will pull it together as the class should know the song we will be working on, and hopefully can show me.






















Here is a few photos taken during the rehearsal process.

Dance show evaluation

20 June. I think the dance show went very well, here are some photos of the day. We prepared and started in good time, and as I was the narator I started mingling with the crowd and moving around the space. We then did Boot Scootin Boogie, which went well but I froze up at one point and forgot the moves but as the movements were very repetative, I could easily catch up.In previous performances, II would not have ha the confidence to find the correct movement in a piece without a  lot  of guidence or restarting. Howeverm rehearsing regularly, and having a solid grasp of this techniwue in addition to more confidence, I was able to do it on this occasion. I feel I could do that again in the future.  It also helped that the girls were positioned round me so that I had land marks to follow as a guide. I then vocally introduced the show, using a slightly drawling American accent for atmosphere, and I think it set the scene very well. I then watched the group carry out the footloose routine, where my character sat brooding at the bar, and hit the bar angrily to the cheerful music. It caused a slight atmosphere that all was not right in the barn. I was extremely happy with the America piece, it was full of life and energy and got a good applause. I found the centre stage positioning difficult but with the help of the guide light, and the position of my peers, I successfully performed the piece. It was a musical theatrew based dance, and for me, this was slightly easier to mange, since I could act a role out while dancing, and we had improvised my solo so I could relate to it.  My waltz with Callum went smoothly, and we crossed the corners without problem.The challenges of the corners had been an ongoing issue in rehearsal due to the fact that I had to angle my body in a different way in order to cross them elegantly.  We finished slightly early, but overall it was a smooth piece and neither of us had a problem with movement or walking in to each other. Ballroom dancing is a new techiniwue for me as unlike previous dances, I had to dance with a partner, and we had to rely on each othere. Rehearsing regularly helped us to master the Chassey, the art of crossing corners in a waltc.  I then went off backstage, as the solos and duets began. After Charlotte's ballet solo, I ran on stage and found my correct position, and narated about Charlott's dissappearance. I then had a mime argument with Angel which was a challenge as I did not know how to mime but I could draw upon the emotion, and previious improvisational techniwues we had  used. I felt I could confidently express myself on the night. There was a slight problem after this as Charlotte could not take off her shoe, but after a second of delay, the show resumed smoothly. I felt the curtain call was also fluid and looked professional. Over all, I feel very pleased with my performance. I oftne struggle to learn choreography, but despite my difficulties, I have managed to learn complex and profesional dance in time for the show. I did not let my difficulties hold me back from doing my best performance. I also did a duet which I have never done before, so this is deffinately progress for me. If I could improve one thing, I would try and join the more upbeat pieces like footloose. Although it worked well as my character watching in annoyance, my own panic about learning qick movements hindered me and stopped me from achieving a different type of dance style. I also think I neede to relax a bit more, as self doubt was making me anxious and by the time the show over, I was feeling unwell. Overall, however, I feel my progress has greatened, and the final dance show was an overall success.

Music int the community task three

Workshop Evaluation

We went to the care home to lead our workshops with Kevin.  Kevin brought his drums and other equipment with him.  I began by asking everyone how they were, and then began the clapping and tapping of my hands and calling out the month, day and date, and also asking everyone's names.  Surprisingly, the group kept up a steady pace, and were mostly all responsive.  The occasional problem was one man singing 1940s songs rather frequently, which was off topic.  However, I paused and then restarted when the noise died down.  I felt pleased with the pace of my activity, and with how the group was responding.  My plan worked, and I had support from Kevin who knows the group better than I do.  Then Callum followed by doing some call and response using the drums and other instruments.  He was very nervous, so there was a large pause, but after a while again the group responded very well to the louder and quieter hand gestures.  Kev had to help Callum at first, by demonstrating.  Then, Callum drummed some rhythms, and the residents responded very eagerly with a response.  Again, we had some random singing in the middle, but we left a pause and then continued.  After this, Kevin took over and played some songs like "chachacha" and "Olay" that the residents could join in with, with only one word. This was so effective as Kev was playing a very detailed and melodic song which were very uplifting, so the residents could enjoy a more cheerful beat and join in with a simple response. 

All in all, I'm pleased with the outcome of the session; the people seemed happy and had a small amount of entertainment and stimulation.  The residents said thank you and seemed grateful, and Kev and the staff said well done, which implies we took on the role in a comfortable and professional manner.

Project evaluation

From the start of the project, we knew that we would need to tailor the project to suit participants with dementia. We would need to finish the work by the end of the session, as the following week the participants would have no recollection of the previous session. We also had to hone in on our skills, learning or creating a song would be too ambitious, as would leading the group in a music composition with a lot of complex notes. We have to assume that there are no musicians in the group so our activities had to rely on body percussion and repetition, which suits people of all abilities.

We met with Kev, who gave us some ideas for activities. Being an experienced activity and workshop leader, Kev has experience in suitable activities for the target group. We then had to realise our skills, and create a session using techniques that we can carry out. For example, Kev is a musician who can play many instruments and music patterns. However, I am not musical, so I tailored my activities to body percussion which was more manageable for me as it suited my skill set.

Finally, Callum and I created a session plan and liaised with Kev to discuss our plans. This was helpful as we decided I would be the most comfortable in introducing the session, and Callum was more comfortable with instrumental work whereas I preferred vocal and body percussion exercises.

I feel that the planning paid off, we were not rushed for time, or thinking of gap fillers. Although we had some disruption, we did gently guide the group back to the plan which worked very well. Although Callum was nervous, with some peer support and demonstrations and support from Kev, the session continued smoothly.    

I think overall, throughout the project, our team effort and planning skills were successful. I think this could be a very successful and stimulating project if we ran hour long sessions for 6 week blocks. This type of session could be moderated to fit with the needs of other client groups for example Age Concern groups, where the takes are based around old songs that could trigger memories, youth work where the youngsters could mix with peers who are also socially isolated to create music and develop communication skills by creating modern music. For participants with dementia, this type of session would be perfect to help them recall memories, whereas it would be a great icebreaker for other groups, perhaps omitting the days and dates exercise.

One good thing about the project was that it was adapted to fit the needs of the participants, and it visibly stimulated them, it was clear to see they were enjoying themselves. I think one way to improve the session would be to have an informal session before the workshops so that we can get to know the group and know what to expect. We could also then aim the workshop towards what the group indicated they wanted to do. Although, as we were working with people with dementia, they may not have a recollection that they inputted in to the session planning.  We have also received some written feedback from Kevin based on responses from staff and residents after the session. We can apply this feedback to future workshops, in order to make adjustments and improvements where needed. 

Music in the community task two

Our objective  for the project is to previde stimulating performances for dementia patients in a residential care home promoting positive feelings.  The residents at the care home will benefit, and so will we as we will learn a new skill.

These sessions are funded by the care home who receive a budget from the NHS for activities and therapy. Other potential sources of funding are given by the care home, but alternative sources are a social care fund, the arts council, and local authorities.

We will deliver the workshops aongside Kevin, the community music facilitator.  Myself and Callum are current performing arts students at RNC.  We will need musiaal instruments, that are suitable.  We will also need a van to move the equipment.  Kevin will bring this.

We would gage a way of evaluating each day.  However, as this is a single session, we will ask for verbal feedback from the care staff, Kevin, and anything we can get from any lucid residents.

While planning our workshop, the initial ideas were:

Ice breaking, Danielle to introduce.  This should take about two minutes as I will ask how they are and then explain who I am and that I am helping Kev run the session. I will then introduce.

I will then lead a  call and responce,using body percussion as it is a bit quietere, this should take about 7 to 10 minutes as I will ask  what's your name, and the response should be My name is. This will help the residents with dementia to make a small connection with their peers so that they could limit peer isolation. I’ll thenproceed with a call and response about  the month day anddate   using forms of body precussion. This is included in the 10 minutes, ans should hopefully stimulate their mind, and potentially memories as they’ll learn the day and date, potentially for the first time in a long time.

Callum will take over and he will hand over the instruments.

Callum will get everyone to make a sound on their instrument.  They can make sounds louder when he raises his hand, and when he lowers  his hand they can make the noise quiet.  He will demonstrate some beats for people to copy on the Djembe. This will take about 10 minutes and will help the residents to work in a group and challenge themselves by following instructions. Meanwhile, I will join in with te residents in order to support Callum.

After this happens, Kevin will then take over and lead the rest of the sessions with his group.

These activitiesare suitable for the learning styles of the  participants.  As they suffer  with dementia  they can respond more easily to call and response, as it is repetition, whereas they could not create their own song due to barriers of memory loss. For example learning song words or chord sequences would not be possible for them to manage. 

Music in the community task one

I spoke to Kevin Bowman from Reaction music, a music making community interest company.  (CIC) Kev is a music making community facilitator who works with many community groups in order to support them to experience music.

Kev has told me that this type of work is very rewarding, as he has worked in prisons, with neet people (not in education employment or training), in acute wards and in nursing homes.  Some people, who were prescribed medications for anxiety and other mental health disorders, have been prescribed with social prescribing, by bringing in funding to get music or theatrical community groups to come in.

There are many specific purposes of omuuinity music projects such as stimulating people who can’t socialise, helping people to express themselves and their emotions, bringing people therapy in a creative way, helping people to socialise with others in similar situations, creating positivity, and improving or triggering memories for those suffering with Dementia or Alzheimer’s.

As part of Kevin's job, he works with a wide variety of areas, such as acute mental health, late stage dementia, people in care homes, schools, prisons, and young offenders institutes.

Before working with the group, Kevin has to have an initial meeting with the manager or sister in charge, so that he can tailor the workshop to fit the group's needs.  Some objectives are boosting people's employability skills, team work, helping people to exchange ideas, and furthering their life skills.

A community music tutor also facilitates in the workshop too.  Sometimes, a session is challenging, particularly with neet.  On the other hand, some sessions are more laid back, for example people who don't want to work with drums or loud precussion.  In these instances Kev has to bring Djembe drums and does an acute session.

Kevin has to also write reports to evaluate after the sessions, to mark progress.  The managers, sisters or person in charge of the group itself have to then fill out evaluation forms to mark the progress and positive effect on the group.  These evaluations prured that the members of the group were less anxious, they were making new friendships, and in some cases the people didn't need their medication.  There is a large benefit to certain individuals throughout many projects.

I have done my own research about community music.  It is an increasingly popular type of therapy, with companies like Music Pool Hefordd, community music Wales, and Sound Sense which is an organisation that promotes community music as a therapz.  It also has connections with community dance, and my personal interest which is community or applied drama/theatre.

I have also had a previous personal experience with community music.  In my home area, there was a youth centre and we had some community musicians there to help us learn to cooperate together, and make songs.  This version of communally music was more acoustic, with some precussion but also mainly vocal.  The facilitator would let us ea pick a phrase or sentence, and ha then put them all together inbba song, which united our ideas.

Soon, we must plan our own community music session, so that we can have a taster of what it is like to facilitate a community session at a care home.