My name is
Claire Radford; I am twenty-six years old and I have been involved in the performing
arts industry since I was eight, participating in competitions and studying all
styles of dance, drama and singing through ISTD, IDTA and RAD.
I have one
full time job and 2 part time jobs as a dance and drama teacher which keeps me
very busy leaving very little time for a social life, however I do my best to
maintain a balanced work and social life.
My interest
in Performing Arts began at the age of eight after joining a friend to a local
freestyle dance class. I had previously been involved in a gymnastics club and
was part of the Liverpool gymnastics team. However after discovering my passion
for dance my interests quickly switched devoting all of my free time to
performing.
As my
technique developed I gradually began taking on more classes in a variety of
styles such as Ballet, Tap and Modern. This I believe was a great test of my
dedication to dance and studying these styles gave me the discipline, respect
and focus needed for a career in the performing arts industry.
After
finishing high school I attended a Performing Arts college for three years
where I studying all aspects of dance, drama and singing to developed my skills
as a performer. During this time I also began taking my teacher training with
ISTD in freestyle dance. Studying all aspects of performing arts and learning
to develop my own skills alongside a teacher training course was very demanding
and at some times very stressful, however I managed to finish with my teaching
diploma and a wealth of knowledge of the performing arts industry.
After finishing
college I traveled for two years teaching and performing in New York and
Europe gaining knowledge of the industry and working environment. I eventually
settled back at home working for two performing arts companies choreographing
shows and organizing events such as competitions and exams.
Building
working relationships through performing and choreographing for many theaters in the North West has allowed me to build valuable firsthand experience and expand
my connections. Working with both dancers and professionals of all ages has
helped me to develop my understanding of what it takes to be a successful professional
performing arts teacher.
Through the connections I have made new opportunities
have developed along the way, it was through this line of networking and word
of mouth that a new opportunity came about to work in a secondary school as a
performing arts teacher. After several weeks at the school I soon discovered my
passion for secondary teaching and a part time contract soon lead to a full time
position as a teaching member of the Performing Arts Department. I never
dreamed I would enjoy working in a secondary school as much as I have so far. Before
working at the school the concept of teaching students who had not voluntarily
opted to dance was daunting, however after accepting a temporary position, I
found my perceptions very wrong. It was here I realized my ambition for
teaching in a secondary school, having always taught outside of a school
environment such as private dance companies, I had never experienced a role
such as this. A simple high school dance class in the eyes of a student can
lead to a lifelong aspiration to become a dancer, which is a feeling I find to
be very fulfilling when teaching, as well as the challenge of making dance a
subject that students look forward to every day.
Finding new methods to motivate and improve students’ abilities has helped to aid these goals. Occasionally something as simple as a good piece of music or a reference they can relate to can turn a class around, and that is what I love about teaching in a secondary school.
Finding new methods to motivate and improve students’ abilities has helped to aid these goals. Occasionally something as simple as a good piece of music or a reference they can relate to can turn a class around, and that is what I love about teaching in a secondary school.
