Teaching Morris and Maypole in Primary Schools

Barry Goodman and Virginia Crewe delivered an insightful Zoom presentation on “Teaching Morris and Maypole in Primary Schools,” sharing their extensive experience in promoting traditional dance among children.

Barry Goodman opened by highlighting his background as a primary school teacher and headteacher, during which he integrated Morris and country dancing into school activities. He reminisced about managing two Morris teams, organising school-wide dance events, and facilitating large-scale festivals with hundreds of children. Post-retirement, Barry continued promoting traditional dance through workshops at the British Schools Museum in Hitchin. These sessions cater to varied age groups, including toddlers, and engage parents for support.

Barry emphasised a warm-up routine that incorporates music to teach rhythm and phrasing, followed by teaching folk dances in pairs or small groups. He advocated for creativity, encouraging children to devise their own figures, which fosters ownership and engagement. His approach to Maypole dancing begins with basic techniques like ribbon holding and progresses to weaving patterns, though he noted that mastering Maypole requires sustained practice. For Morris dancing, Barry prefers stick dances, which are safer and more engaging for young learners. He stressed safety protocols, such as managing sticks responsibly, and the value of live music for flexibility during sessions.

Virginia Crewe (Jin), currently the Squire of Malin till May, shared her experiences teaching Morris dancing in primary schools and community groups. Her workshops often involve a team of dancers and musicians, aiming to represent diversity in age, gender, and ethnicity. Jin highlighted the importance of preparation, including insurance, planning, and tailoring activities to children’s capabilities. She shared practical tips like simplifying complex dances, engaging children with warm-up games, and maintaining a positive and inclusive atmosphere.

Jin described a typical workshop structure, starting with engaging games to focus children, teaching basic skipping techniques, and organising them into manageable sets for learning dances. Visual aids, like local Morris team displays, and interactive Q&A sessions enrich the experience by connecting children to the tradition. Jin also noted the value of leaving behind resources, such as dance notations, to encourage continued practice.

Both speakers stressed adapting activities for children with disabilities. Barry shared success stories of wheelchair users participating in Maypole dances, while Jin underscored the importance of inclusion, offering alternative roles like Squires or callers to ensure everyone feels involved.

The speakers addressed practicalities like safeguarding, ensuring DBS checks for volunteers, and maintaining adult supervision during sessions. They discussed working in various contexts, from schools to festivals, highlighting the need for flexibility in planning and execution.

In closing, they encouraged attendees to reach out for advice or equipment loans, reinforcing the collaborative spirit of the Morris dancing community. Attendees shared additional ideas, including using coloured props for teaching left and right coordination and incorporating arts and crafts to engage younger children.

This engaging talk showcased how Morris and Maypole dancing can be a joyful and educational experience for children, while preserving and promoting traditional English folk culture.