Thinking About Dance Action Zones

The metaphor of the Zone is a recurring element of educational discourses in which space and time is structured in such a way as to generate learning spaces whose properties are thought to magnify, extend, or transform a particular aspect of learning. 

Drawing on Vygotsky’s Zone of Proximal Development (ZPD), – the process by which children learn with the support of significant others – the transformational capacities of Zones have been well documented in the field of music, creative writing and educational aspiration and attainment in general.

Zones can generate additional, magnifying effects and produce outputs which are more than the sum of their individual parts.  Specially they can:

• contribute to academic standards
• engage learners in ‘real world’ educational challenges
• engage low achievers and challenge high achievers
• develop artistic, social and interpersonal skills
• increase the fun of learning

Action Zones can offer regionally responsive programmes to children and young people with least opportunity to participate in quality dance-making activities.

Traditionally, funding for educationally focused action zones (including Youth Music Action Zones)  has been focused on those with least access to opportunities, targeting those affected by social, economic, geographical or cultural deprivation and has led to very high levels of involvement and impact.

YMAZ’s also worked within Youth Music’s own strategic priorities of Early Years, Young People At Risk, Transition, Singing and Workforce Development: priorities (perhaps with the exception of singing) which could be sympathetic to many dance educators.

Possible Model of Youth Dance Action Zones (borrowing heavily from YMAZ’s!)

Youth Dance Action Zones (YDAZs)  would be a regional network of organisations dedicated to providing quality dance-making experiences for 0-25 year olds who might not otherwise get the chance.

YDAZs would be unique in bringing together a range of organisations across the voluntary, public and private sectors for the benefit of local children and young people.

Each YDAZ would designed to respond to the particular needs of their host community. Their agenda would be broad – from providing pathways for young people to develop dance skills to supporting the training of dancers and educators working within the sector.

Each YDAZ would deliver a wide range of high quality activities covering a broad range of dance styles and genres.  The activities, which would take place mainly outside school hours, include workshops, rehearsals, performances, one-to-one teaching and mentoring. 

As engines of strategic change and pioneers of innovative dance making in their regions, YDAZs would build local and regional partnerships to ensure a sustainable future for their activities. At the same time, their most significant partnership is with the young people themselves, ensuring that the YDAZs remain in-touch and relevant to their most important stakeholders.

YDAZ Aims

•          To establish a legacy of dance-making opportunities in areas of high social and economic need and geographical isolation

•          To improve the overall standards of dance-making across all dance styles and genres

•          To champion the value of dance making in advancing the educational and social development of children and young people

•          To establish dance-making opportunities as a force for regeneration in communities, fostering social inclusion and community cohesion

Target audiences

YDAZs  would work with the hardest to reach children and young people, including young offenders, those at risk of offending, young people out of mainstream education and looked after children. 

YDAZs  would also offer CPD opportunities to their dance leaders, ensuring the highest quality practice.