S.T.A.DY DANCE: Skills and Tools to Address Diversity in Dance Training

Dance is a very popular cultural and educational activity around the world. Dance training in Europe is currently subject to permanent socio, economic, cultural changes. Rapid changes in the labor market and the increasing diversity in society require improved skills and an enhanced capacity of adaptation. The common ground of the partnership is sharing a strong interest in promoting better awareness of the educational opportunities and identifying gaps in dance training in the respective partner countries. All partners acknowledge the need of creating an inter-cultural dialogue on dance training that will lead to the improvement of the competences of professional trainers in managing educational paths and activities at a European level. 
S.T.A.DY DANCE  is focused on the development of alternative training methods and approaches stimulating the (re)-integration of diverse groups of trainees with various backgrounds (professionals, beginners, disadvantaged, amateurs, dance students, seniors, children, disabled etc.) into dance training. Through the exchange of practices, teachers’ training in various dances (classical, contemporary, multicultural etc.) and pilot implementation of training students we aim to create a common model of improved educational techniques that will reinforce the educational profile of dance trainers and enhance their employability. Our aim is to foster the preparation of the education and training of professionals for equity, diversity and inclusion challenges in the learning environment. Consequently individual and collective experience among all stakeholders will be utilized in order to provide dance trainers with training tools applicable to a variety of diverse trainees both in formal and non-formal education.  The project based transnational collaboration will respectively facilitate the access of diverse groups of learners to high quality education and training. Furthermore the partnership will increase synergies and links among dance training providers (dance companies, institutions of vocational training, cultural centers, dance schools, colleges) and therefore promote interaction between practice and research in strengthening key competences in VET curricula.
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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