Frequently Asked Questions with Answers – Main Heading

 

What age range/development range is Write Dance appropriate for?

It is appropriate for early years (see Write Dance in the Early Years book for ages 3-5) and for pupils 4-8
years, see Write Dance (purple) book.
Many schools, mainstream and specialist, use both books because they overlap. Together the books can
underpin a school-wide approach and handwriting policy for all.

 

Can we complete Write Dance in the classroom or does it require a larger space?

Schools use both areas. Many schools just use the classroom for short movement sessions because time
is precious. They then follow this up with a weekly hall time session. Many early practitioners use their
outdoor spaces for both the movement and the mark-making.

 

Will we need to purchase additional resources to support Write Dance?

You will need to purchase the book(s) to gain access to the music. All the mark-making and physical
dancing resources are usually found in typical classroom equipment stores. For example, PE equipment,
writing & mark-making materials, as well as art and music and dance resources.

 

How many sessions do you recommend and with what kind of frequency?

As often as you wish and if the children are enjoying it, do not limit them. There is not a set amount of
time. Some schools use as it as part of PE or 5-minute sessions in the classroom.
Move daily, if possible, short chunks of time (10-15 minutes), as often as possible. Setting up the materials
for large, musical pictures can be done once or twice a week.
Because the timetable is so busy, even 20 minutes once a week is good.
Some physical movement daily is ideal though a full session is not always necessary.

 

Why do children use both hands?

It is recommended that children use both hands to develop their coordination, balance, confidence and
develop their ability to cross the mid-line. This is necessary experience to support the development of a
dominant hand for writing and drawing.

 

Do you recommend using Write Dance with all children, or those who have shown challenges with
fine motor skill development/handwriting?

The approach is recommended for all children. For those children who are experiencing physical and
writing challenges, it is recommended that they have more frequent movement and mark-making sessions,
in addition to group work with the class.

 

We are using Squiggle whilst you wiggle, can your program follow this?

Write Dance was published (in the year 2000) before Squiggle whilst you wiggle. And YES, you can use
them both, because they each support physical approaches to developing the skills for writing. Write
Dance compliments many approaches and products that are available.

 

How do you record progress?

Many teachers and practitioners collect children’s music drawings so that the children can see their own
progress over time. Try to avoid making comparisons between children. Instead, focus on individual
progress when looking at writing and drawing. Observe and make plans according to children’s needs.

 

How do we know that Write Dance improves handwriting?

School and setting advisors, as well as therapists often recommend that schools should implement the
Write Dance approach when children’s writing needs improvement.

 

Are the materials and resources expensive?

No, the resources and materials are readily available in schools and settings. You can re-use displaybacking paper. Large sheets of sugar paper can be taped down for use with short stubby crayons.
Alternatively put small amounts of poster paint (mixed with hand-wash), a dash of shaving foam and water
spray directly onto tables for sensory mark-making. The cheapest materials include, water and sponges,
along with natural materials such as leaves, twigs, and sand/snow on the playground floor.

 

What about Special Educational Needs Disability and Inclusion?

A:Write Dance is inclusive in the approach. Customise and individualise the sessions to meet children’s needs
and follow their interests. Liaise closely with parent/carers, therapists, and support teachers/advisors.
Non-allergic sensory mark-making resources and physical/sensory adaptions are recommended.
Parent/carers know their children best and they are the best advisors.

 

Can you teach pencil grip?

In the Write Dance approach this thorny issue of how to teach the tripod grip for comfortable and efficient
handwriting is not as tricky as you might imagine.
Firstly, observe closely and note down the type of grip the child is using. The most common is the hammer
grip (whole fist/hand). This grip is overly tense and restricts a child’s dexterity, flexibility, fluency, and
speed as they try to form and join letters.
To make a change, remove the long, thin writing implements and replace these with very short, stubby
mark-making tools. Possibilities include; stubby crayons, stubby playground chalks, small sponge pads.
Now observe again and watch to see how children adapt and use all their fingers to grip onto these tools
so they can make marks. After repeated practise and plenty of time to consolidate this physical experience
that strengthens fingers and develops dexterity, gradually reintroduce thinner and longer pens and pencils.
Observe the children as they make the small and subtle shift from using all their fingers to the more
efficient and comfortable tripod grip.
The sessions provide children with the physical experiences of balance, co-ordination, and harmony. They
learn feelings of relaxation in contrast to the opposite feeling of muscle tension.

 

What do parent/carers think?

Parents contact us to say how much children love doing Write Dance at nursery and school. We
recommend that you inform and involve parents, so they understand the connection between dance and
handwriting. You can do this through regular newsletters and your website postings.