Susan Robertson of Kervette, has been dancing and teaching creative dance to children for over 25 years.

“I became involved in creative dance and movement whilst studying in the early learning field and found it to be a medium with great potential for parents with very young children through to late teens.

I have always been drawn to creative expression through dance, performance and various art mediums, and with my interest in early childhood education, was able to develop innovative dance and educational programs for children.”

Susan’s main focus has been in the pre-school and early primary years, having taught in a diverse range of institutions, including The University of Melbourne, Burwood Teacher’s college and Trinity Grammar School.

Susan also recognizes the benefits of creative dance and movement for parents; “…being a mother myself, I have become increasingly passionate about incorporating environments that enrich not only the experiences of the child, but also the adults who accompany the children”. This led to a greater emphasis on parent/child classes.

Learning Outcomes

• Cognitive skills enhanced
• Learning the value of stillness
• Honing problem solving skills
• Learning to follow directions
• The sharpening of observational skills
• The expression of thoughts and ideas through movement experiences – observed or experienced
• The enhancement of self-expression and self-esteem in positive, non-competitive dance forms
• Learning self-discipline, and learning to take risks in a trusting environment
• Learning body awareness, control, breathing, balance and co-ordination
• Learning leadership skills
• Respecting the influences of dance
• Discovering the value of individual differences through creative expression
• Movement stimulates the brain and prepares children for active learning.

Music

The music used for the classes includes but is not restricted to orchestral, classical, folk  and world music. The inspiration for each class unfolds with the chosen music; the rhythm, the beat, the many layers and nuances that combine to shape the movement. Clear, and defined direction by the teacher ensures that each child is encouraged to explore and move into ever expanding experiences.

Music and movement are integrated; the music used is chosen to uplift the child rather than bombard them. Music creates the motivation and encourages the exploration, improvisation and skill development. Music invokes an atmosphere of trust and joyfulness, laughter and creativity.

The quality of the teachers voice is also an important component; changing tone, volume and rhythm supports the changes in movement and feeling in the space.

Creative dance has had a huge impact on who I am and how I operate in the world. I discovered creative dance in my late teens, after a childhood filled with art and wonder, long summer holidays, freedom to explore and engage in imaginative play and dance (our garden became my magic forest), being much older than my siblings, I spent many solitary hours engaged in this way.

Traditional dance has its legitimate place, but I found it limiting and controlling. By my mid teens, I realised that my body type did not suit the format and I found it confronting and unsatisfactory. I was relatively introverted and shy and through creative movement, I found that I could express myself freely on many levels; it created a space which was playful and uplifting,