Fostering a Sense of Belonging with Adolescent Dancers at New Adventures Cygnet School - Angela Pickard

Professor Angela Pickard has undertaken a three-year, longitudinal evaluation of New Adventures Cygnet School, a dance training programme for adolescent dancers. Here, Angela shares how Cygnet School is a space where the adolescent dancers (cygnets), feel noticed, accepted, understood and valued, and that this facilitates a sense of belonging and community. 

Adolescence 

The term adolescence derives from the Latin word “adolescere” which means “to grow up”. Adolescence is the transitional phase between childhood and adulthood and a period of significant hormonal, physiological, neurological, psychological and social changes. This affects how young people feel, think, make decisions, and interact with the world around them. There have been various definitions related to age ranges, but one universally recognisable marker of this phase is the biological onset of puberty. Puberty usually begins around the ages of 10 to 11 and is completed by the ages of 15 – 16 in girls; while the age in boys typically starts between 11 to 12 and completes by the ages of 16 – 17 years.  

We are social creatures and adolescence is a period when social belonging and ‘fitting in’ become highly important. Young people are developing their perception of self and formation of identity(ies). Perception of self is influenced by how we believe we are seen by others and our individual responses to experiences. Therefore, it is not surprising that a growing body of evidence suggests that people are healthier and happier when they experience acceptance, social belonging and community. Belonging and a sense of community connection have been argued to be key social determinants of wellbeing and mental health for young people (e.g. Haim-Litevsky et al, 2023; Sango and Pickard, 2024; Youngminds.org).  

Conversely, social isolation or exclusion are perceived as painful and are associated with a variety of negative affective experiences and impacts on mental health. Adolescence as a transitional period presents significant vulnerability to mental health challenges, such as anxiety and depression. Pre-pandemic, it was suggested that young people’s mental health challenges account for nearly half of the disease in the world’s adolescents and young adults (World Health Organization, 2009) and post pandemic this challenge has grown globally. Mental health challenges impact quality of life including physical health and motivation (psychological health) for example. 

Cygnet School 

Cygnet School began in 2021 as all were beginning to return to dance studios post the pandemic lockdowns. The first cohort of young people (cygnets) were aged between 12-18 years (up to 24 years if d/Deaf or disabled) and from varied socio-economic backgrounds, and most did not know each other prior to Cygnet School. The cygnets are brought together at The Marlowe Theatre, in Canterbury, Kent, for a day of dance once a month from September-June and a week-long summer residency in July. All have a passion and interest in dance, have some dance experience, some with more formal training, and all are keen to commit to dance, to develop their interest and talent. 

New Adventures is committed to nurturing talent, diversifying the dance industry, are mindful of existing barriers to access and the need to widen participation. Therefore, there are no costs to engage in Cygnet School for the cygnets, with all travel, accommodation and food covered by Cygnet School (funded by The Dorfman Foundation, Noel Coward Foundation and Arts Council England). Significantly, to further break down barriers to access, the reimbursement of travel and accommodation costs also extends to any parents/carers accompanying the cygnets. 

Cygnet School is a pioneering dance-training programme created by and led by New Adventures. It is not only teaching dance, but also gives the cygnets an insight to the methodology of Matthew Bourne, through exploring the unique aspects of New Adventures’ work, style and training, focussing on storytelling through movement. In addition, Cygnet School widens the cygnets’ knowledge of the dance industry through for example, ‘Shine-a -Light’ talks and workshops on stage management and backstage careers as well as wider company roles, and this brings to life dance career opportunities that cygnets may wish to pursue. 

The values that underpin Cygnet School are joy, wonder, connection and creativity. The cygnets are viewed in a holistic way and enjoyment and developing the social and creative dancer, is as important as the development of the technical, physical dancer. 

Sense of self 

Adolescence is a time of self-discovery and identity formation. Cygnet school provides opportunities for individual physical and emotional development and self-expression. This is fostered through noticing and engaging with each individual as 1-1 verbal exchanges, 1-1 feedback that nurtures technical and creative development, and through individual goal setting. Individual self-discovery, physical, emotional and identity development are also encouraged through celebrating achievements and progression in contemporary and ballet techniques, creative dance and narrative storytelling using New Adventures repertory, experimenting through acting improvisations, use of facial expressions, use of gesture and exploration of use of dynamics through movement and expression of meanings.  

‘Because everyone has the same interest in dance, I can be myself and enjoy what I do without worrying about what people think, or what they are going to say. I don’t say I dance at school because I have been bullied as a boy who dances, but here I can relax and be myself.’ 

Finding individual creativity is valued as each cygnet dancer experiments with their own physicality and emotion in order to make choices and select/reject their movement material and through their responses, phrase and choreography development. Such provision supports the cygnets to thrive because they can explore their potential, convey emotions, experiences and narratives, often in a non-verbal way. This enables the adolescent dancers to explore and embrace their individuality, build confidence, creativity, and choices, and this is nurturing a sense of self awareness and authenticity.  

Sense of community 

Cygnet School facilitates opportunities to meet new friends from a range of different schools and diverse backgrounds and supports the building of new friendships. Each Cygnet School day begins with a check-in that brings all together in a circle and enables each individual to connect and share something, orally or physically, with the group in the circle. These are usually fun activities such as ‘pass the movement’, ‘how are you feeling on a scale of 1-9,’ a ‘highlight of the month’ or this time is used as a vehicle for individual or group goal setting.  

‘This is one of the few places where I find myself relaxing when I walk through the door. There are not the same pressures as there are in my school.’ 

An environment of support and challenge is fostered during technique classes and often through small group sharing, creative tasks, peer to peer teaching and learning or whole group travelling across the floor, for example. Collective expression through the collaborative processes involved in developing choreography enables communication, co-operation and connection, through a shared purpose. As the cygnets work together towards a common goal, they develop bonds built on mutual respect and trust. This connection should not be under-estimated because this instils a sense of acceptance for each other without negative judgment, and safety within the group to make mistakes and problem-solve, which further cements community cohesion. 

‘It has a good vibe here, it’s like a family’ 

A sense of community is also developed outside the studio within the lunchtimes where there is much conversation and laughter, and through the social events, such as seeing a performance together. This provides social support and togetherness.  

‘Everyone is kind here and wants to get to know you as you.’ 

The facilitation of positive peer interactions can empower adolescents to form meaningful connections and bond with each other. This is important for humans at any age, but space and time for social opportunities during the adolescent phase builds confidence, acceptance and belonging. 

Self-esteem and self-care 

A positive self-perception or sense of self is important to building self-esteem, this means feeling confident in who we are and in our abilities. Positive self-esteem, builds resilience to manage uncertainty without worrying about what other people think, or if we make mistakes, because we accept ourselves just the way we are, without judgment. It also means and reinforces the belief that we are worthy and deserving of positive experiences and relationships.  

Adolescence is a time when young people are learning to accept and feel comfortable in their bodies and have the confidence to share thoughts with others. It is also a time when young people can have more negative thoughts about themselves in relation to how they look, feel or what they can do/achieve.  

‘At school I am constantly worrying about how I look and what I do, but at Cygnet School I feel free and I can be me and it feels like being at my dance home.’ 

Cygnet school facilitates an enabling environment, inside and outside the studio, where the cygnets, as adolescent dancers, experience positive reinforcement related to their effort, support for others and achievements. Similarly, there is an expectation for self-care, for example, if a cygnet is feeling frustrated at not picking up a movement quickly or managing to co-ordinate a phrase with flow, they can opt to take some time out to practice on their own or take a moment to think things through slowly.

‘I used to feel myself becoming very anxious when I could not pick up movement quickly or remember the order of movements, but here, I just relax and take time out to practice and assimilate for a bit and then I’m back in and flying with it.’  

This sense of autonomy builds an environment of trust, independent thinking, choice, ownership, freedom and professional working. 

Word cloud above generated from post-it note reflection: What do you gain from coming to Cygnet School? 

Facilitation 

Cygnet School is facilitated by the Cygnet School producer, by experienced dance artists and current company members from New Adventures. Cygnet School does have some ‘rules’ that includes a no ‘phone policy (except during the second half of the lunch time) and clearly defined safeguarding measures. Each day is also carefully structured, with some flexibility as needed.  

Teaching is student-centred and utilises continuity and progression through a careful balance of support and challenge. Relationships between the cygnet team and the cygnets is friendly and nurturing, but also professional. The teaching team is mindful of sensitivities during puberty and adolescence and interact positively, and give carefully thought-through, constructive feedback to the whole group and individuals. 

‘I can have a conversation with the adults here. They really care about us and how we develop. They push but it is done in a really careful way so we don’t feel worried or as though we are not good enough.’ 

The artists always team teach and model enthusiasm and positive working as well as problem-solving, and this is motivating for the young people. There are also guest artists who lead sessions in, for example, motivation, fitness, strength and conditioning, acting and music. Music choices for classes also connect to the young people and are motivating: 

‘I love the music for the classes. It is a great playlist that helps us forget we might be tired because it’s a Sunday! The tunes make us want to move!’ 

The cygnets engage with a range of genres of music during Cygnet School such as pop, jazz, swing and classical.  

‘I love it when Glenn turns up the volume on the tunes, I can lose myself in the music and the movement.’ 

The residency week gives a true insight into professional, company working where the cygnets again feel at the centre of the work and valued. New Adventures artists work closely with the cygnets individually and as a group to nurture their talent and enable all to achieve high standards of performance. Each cygnet is seen as an individual and as a member of the cygnets. Performing together for the pubic performance at the end of the residency week, is a celebration of achievement and confirmation of identity as a dancer for the young people.  

In addition, the cygnets also see the artists who are teaching them performing in currently touring New Adventures shows, such as Sleeping Beauty and Edward Scissorhands. Being taught by professional, knowledgeable, company artists and a wider team, enables the young dancers to feel a sense of belonging to Cygnet School, but also to New Adventures as a company. 

Sense of belonging 

The cygnets have become a strong group of individuals, creative dancers and a community group with a sense of belonging. They attach importance to being part of Cygnet School because it offers a means of clarifying self-identity through physical, social and artistic endeavour.  

‘I can be myself here. We are all different but we have things in common and we are stronger when we come together.’ 

Of course, not all the cygnets will become professional dancers, but they are gaining much knowledge, skills and understanding that can be applied in many areas of their lives outside the studio. Cygnet School is not just about learning to dance: it is fostering a sense of self, community, self-esteem, achievement and self-care and belonging, with adolescent dancers.  

Acknowledgements 

Thank you to all the cygnets for enabling me to gain depth and insight into your development as dancers, creatives and to understand you as engaging and creative young people. Thank you also to the cygnets for your enthusiasm and willingness to share your thoughts and reflections, and for engaging in all the participatory feedback tasks.  

Thank you to Leah Fox, Glenn Graham, Sophia Hurdley, Kerry Biggin, Grace Black, Paul Smethurst, Isaac Peter Bowry, and the wider New Adventures team, for always giving me the warmest of welcome into the New Adventures family, and for all your support for the evaluation. 

References 

Haim-Litevsky D, Komemi R, Lipskaya-Velikovsky L. Sense of Belonging, Meaningful Daily Life Participation, and Well-Being: Integrated Investigation. Int J Environ Res Public Health. 2023 Feb 25;20(5):4121. doi: 10.3390/ijerph20054121 

Sango, P. and Pickard, A. (2024) Building a sense of belonging in dance with adolescents: A Systematic Review, Adolescents (in press) 

World Health Organization. (2009). Global health risks: mortality and burden of disease attributable to selected major risks. World Health Organization. Available at: https://iris.who.int/handle/10665/44203 

www.youngminds.org.uk 

For more information about the evaluation process do contact: Angela.pickard@canterbury.ac.uk 

A full report will also be available.