‘Smallpetitklein are little gems’ The Metro

About Thomas Small, Artistic Director of Smallpetitklein

Thomas graduated from London Contemporary Dance Schoolwith a BA (Hons). He is currently studying part time for his MA Choreography at London Contemporary Dance School. In2001, Thomas established Smallpetitklein and has since wonmany awards and commissions for his work, including the many awards and commissions for his work, including the Bonnie Bird New Choreography Award and the RobinHoward Foundation Commission. He was also short-­listed forThe Place Prize in both 2006 & 2008. His choreographic workhas been performed around the world in the USA and Europe.

Thomas was Choreographer in Residence at The Space, Dundee, throughout 2008 and is currently Artist in Residenceat The Byre Theatre. He was invited to take part in ROH2’s at The Byre Theatre. He was invited to take part in ROH2’s Dancelines 2009 project at London’s Royal Opera House where he was mentored by The Royal Ballet’s Resident Choreographer, Wayne McGregor.

Thomas has created eight works for Smallpetitklein, as well as commissions for The Space, creating ‘Shahoulie’ -­ a fusion of contemporary dance and Scottish country dance in collaboration with renowned composer Quee MacArthur and designer Clare Halleran; twocommissions for YDance‘s Project Y, a commission for National Theatre of Scotland, and commissions for YDance‘s Project Y, a commission for National Theatre of Scotland, and numerous commssions for the Scottish School of Contemporary Dance.

He has also created epic large scale site-­specific works at the magnificent St Pauls’ Cathedralin London, Hampton Court Palace, in London and on board the famous ship RRS Discoveryin Dundee, in addition to the currently touring site-­design production CUT.

Thomas has taught extensively internationally for organisations such as The Place, gDA, Royal Academy of Dance, Scottish Dance Theatre, Shobana Jeyasingh Dance Company, East London Dance, Wayne McGregor|Random Dance, and Urdang Academy. He is alsoEast London Dance, Wayne McGregor|Random Dance, and Urdang Academy. He is alsoa faculty member at Scottish School of Contemporary Dance.

7. Curriculum Areas

Education for citizenship equips young people with the knowledge, skills and understanding to play an effective role in public life. Citizenship encourages them to take an interest in topical and controversial issues and to engage in discussion and debate. Pupils learn about their rights, responsibilities, duties and freedoms and about laws, justice and democracy. They learn to take part in decision-making and different forms of action. They play an active role in the life of their schools, neighbourhoods, communities and wider society as active and global citizens.

Curriculum for Excellence (Scotland)

Related Curriculum for Excellence outcomes

Expressive arts-Dance

I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances.

EXA 0-01a / EXA 1-01a / EXA 2-01a

I can explore and choose movements to create and present dance, developing my skills and techniques

EXA 2-08a

Inspired by a range of stimuli, I can express my ideas, thoughts and feelings through creative work in dance.

EXA 0-09a / EXA 1-09a / EXA 2-09a

I can use and combine the visual elements and concepts to convey ideas, thoughts and feelings in expressive and design work.

EXA 3-03a

Having chosen personal themes and developed my own ideas from a range of stimuli, I can express and communicate my ideas, thoughts and feelings through 2D and 3D work.

EXA 4-05a

I can apply theatre arts technology to add excitement and drama to performances.

EXA 4-08b

I can apply my performance skills to dance with accuracy, control, body awareness, sensitivity and movement flow. I can communicate my artistic intention and take account of different audience groups.

EXA 4-08a

I can select ideas from a range of stimuli to choreograph dance motifs in creative ways.

EXA 4-09a

I can participate in dance styles and activities, which challenge and extend my repertoire of movement and my knowledge of the styles and cultures of dance.

EXA 4-10a

I can participate in dance styles and activities, which challenge and extend my repertoire of movement and my knowledge of the styles and cultures of dance.

EXA 4-10a

Social studies

People, past events and societies

I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence.

SOC 2-06a

I can discuss the motives of those involved in a significant turning point in the past and assess the consequences it had then and since.

SOC 3-06a

Through researching, I can identify possible causes of a past conflict and report on the impact it has had on the lives of people at that time.

SOC 3-06b

Having critically analysed a significant historical event, I can assess the relative importance of factors contributing to the event.

SOC 4-06a

I can express an informed view about the changing nature of conflict over time, appreciate its impact and empathise with the experiences of those involved.

SOC 4-06b

I can describe attempts to resolve an international conflict and maintain the peace and can present my conclusion about how effective these attempts were.

SOC 4-06c

I can assess the impact for those involved in a specific instance of the expansion of power and influence in the past.

SOC 4-06d

Health and Wellbeing

I am aware of and able to express my feelings and am developing the ability to talk about them.

HWB 0-01a / HWB 1-01a / HWB 2-01a

/ HWB 3-01a / HWB 4-01a

Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

HWB 0-13a / HWB 1-13a / HWB 2-13a

/ HWB 3-13a / HWB 4-13a

I value the opportunities I am given to make friends and be part of a group in a range of situations.

HWB 0-14a / HWB 1-14a / HWB 2-14a / HWB 3-14a / HWB 4-14a

I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.

HWB 0-15a / HWB 1-15a / HWB 2-15a

/ HWB 3-15a / HWB 4-15a

I am learning to assess and manage risk, to protect others, and myself and to reduce the potential for harm when possible.

HWB 0-16a / HWB 1-16a / HWB 2-16a

/ HWB 3-16a / HWB 4-16a

Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning.

HWB 2-19a

I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal communication.

HWB 0-45b / HWB 1-45b / HWB 2-45b / HWB 3-45b / HWB 4-45b

National Curriculum (England and Wales) Our activities are specifically suitable for Key Stage 3 and 4. Our activities tie in with the National Curriculum’s three aims, which enables all young people to become:

1. successful learners who enjoy learning, make progress and achieve 2. confident individuals who are able to live safe, healthy and fulfilling lives 3. responsible citizens who make a positive contribution to society.

Our activities also tie in with the National Curriculum’s values which relate to:

1. ourselves, as individuals capable of spiritual, moral, social, intellectual and physical growth and development

2. our relationships, as fundamental to the development and fulfilment of happy and healthy lives, and to the good of the community

3. our society, which is shaped by the contributions of a diverse range of people, cultures and heritage

4. our environment, as the basis of life and a source of wonder and inspiration that needs to be protected.

KEY CONCEPTS IN KEY STAGE 3 1.1 Competence a. Developing control of whole-body skills and fine manipulation skills. b. Selecting and using skills, tactics and compositional ideas effectively in different

types of physical activity. c. Responding with body and mind to the demands of an activity. d. Adapting to a widening range of familiar and unfamiliar contexts. 1.2 Performance a. Understanding how the components of competence combine, and applying

them to produce effective outcomes. b. Knowing and understanding what needs to be achieved, critically evaluating how

well it has been achieved and finding ways to improve. c. Appreciating how to make adjustments and adaptations when performing in

different contexts and when working individually, in groups and teams. d. Understanding the nature of success in different types of activity. 1.3 Creativity a. Using imaginative ways to express and communicate ideas, solve problems and

overcome challenges. b. Exploring and experimenting with techniques, tactics and compositional ideas to

produce efficient and effective outcomes. 1.4 Healthy, active lifestyles a. Understanding that physical activity contributes to the healthy functioning of the

body and mind and is an essential component of a healthy lifestyle. b. Recognising that regular physical activity that is fit for purpose, safe and enjoyable

has the greatest impact on physical, mental and social wellbeing.

KEY PROCESSES IN KEY STAGE 3 2.1 Developing skills in physical activity Pupils should be able to: a. refine and adapt skills into techniques b. develop the range of skills they use c. develop the precision, control and fluency of their skills. 2.2 Making and applying decisions Pupils should be able to: a. select and use tactics, strategies and compositional ideas effectively in different

creative, competitive and challenge-type contexts b. refine and adapt ideas and plans in response to changing circumstances c. plan and implement what needs practising to be more effective in performance d. recognise hazards and make decisions about how to control any risks to

themselves and others. 2.3 Developing physical and mental capacity Pupils should be able to: a. develop their physical strength, stamina, speed and flexibility to cope with the

demands of different activities b. develop their mental determination to succeed. 2.4 Evaluating and improving Pupils should be able to: a. analyse performances, identifying strengths and weaknesses b. make decisions about what to do to improve their performance and the

performance of others c. act on these decisions in future performances d. be clear about what they want to achieve in their own work and what they have

actually achieved. 2.5 Making informed choices about healthy, active lifestyles Pupils should be able to: a. identify the types of activity they are best suited to b. identify the types of role they would like to take on c. make choices about their involvement in healthy physical activity. KEY CONCEPTS IN KEY STAGE 4 1.1 Competence a. Developing control of whole-body skills and fine manipulation skills. b. Selecting and using skills, tactics and compositional ideas effectively in different

types of physical activity. c. Responding with body and mind to the demands of an activity. d. Adapting to a widening range of familiar and unfamiliar contexts. 1.2 Performance a. Understanding how the components of competence combine and applying them

to produce effective outcomes. b. Knowing and understanding what needs to be achieved, critically evaluating how

well it has been achieved and finding ways to improve. c. Appreciating how to make adjustments and adaptations when performing in

different contexts and when working individually, in groups and teams. d. Understanding the nature of success in different types of activity. 1.3 Creativity a. Using imaginative ways to express and communicate ideas, solve problems and

overcome challenges. b. Exploring and experimenting with techniques, tactics and compositional ideas to

produce efficient and effective outcomes. 1.4 Healthy, active lifestyles a. Understanding that physical activity contributes to the healthy functioning of the

body and mind and is an essential component of a healthy lifestyle. b. Recognising that regular physical activity that is fit for purpose,

safe and enjoyable has the greatest impact on physical, mental and social wellbeing.

KEY PROCESSES IN KEY STAGE 4 2.1 Developing skills in physical activity Students should be able to: a. improve the range, difficulty and quality of their skills and techniques b. develop the consistency with which they use and perform skills with precision,

control and fluency. 2.2 Making and applying decisions Students should be able to: a. select and use tactics, strategies and compositional ideas imaginatively in

complex and demanding creative, competitive and challenge-type contexts b. design original and effective plans that improve their own and others’

performance c. respond effectively and imaginatively to changing circumstances as they arise

during a performance. d. organise and manage the environment they are working in to ensure the health,

safety and wellbeing of themselves and others. 2.3 Developing physical and mental capacity Students should be able to: a. analyse how mental and physical capacity affects performance b. maintain and develop their physical strength, stamina, speed and flexibility to

cope with the demands of different activities and active lifestyles c. prepare mentally for successful involvement in physical activity, performance and

engagement in healthy, active lifestyles. 2.4 Evaluating and improving Students should be able to: a. critically evaluate, analyse and judge the quality and effectiveness of

performances b. make informed decisions about how to improve the quality and effectiveness of

their own and others’ performances c. develop and implement imaginative action plans to improve the quality and

effectiveness of performances d. design original and effective plans that improve the quality of their own and

others’ involvement in healthy, active lifestyles. 2.5 Making informed choices about healthy, active lifestyles Students should be able to: a. identify the types of physical activity available to them and the roles they would

like to take on b. link physical activity with diet, work and rest for personal health and wellbeing c. make informed decisions about getting involved in a lifetime of healthy physical

activities that suit their needs.

FALLING MAN - WORKSHOP CONTENT & STRUCTURE

School Workshop Programme

All of the following workshops use the Education Pack as a reference tool. This is meant as a guide and we are happy to discuss tailoring the

package to suit your students needs.

• WORKSHOP 1 Length: 1.5 hours Content: Short Warm up class, Repertoire, & Creative Tasks. Structure: Warm Up class, learn repertoire phrases. Creative tasks exploring ‘Falling’. Price: Contact yolanda@smallpetitklein.com

• WORKSHOP 2 Length: Up to 4 hours over half a day (i.e. - 10-12 & 1-3pm) Content: Warm up class, Repertoire, Partnering Skills (lifts and manipulation), Creative Tasks, short discussion on theme. Structure: Warm Up class exploring travelling, learn repertoire phrases, Creative approaches to ‘Falling’ and other issues explored in the dance piece. Initial exploration on using text in dance: what is dance theatre? Group discussion. These tasks aim to build personal confidence, social skills, stronger relationships and respect for others. Price: Contact yolanda@smallpetitklein.com

• WORKSHOP 3 Length: Full Day, with the possibility to share the work with other pupils at the end of the day. Content: Warm up class exploring movement and travelling phrases, Repertoire, Partnering Skills (lifts and manipulation), Creative Tasks, in-depth discussion on central and peripheral themes. Text work: exploring the physical resonances of words, altering them to pursue emotional states, etc. Using visuals to help create and convey meaning (a projector would be needed). On-going group discussions. Defining the structure for the informal presentation to be given to the audience at the end of the day. These tasks aim to build personal confidence, social skills, stronger relationships and respect for others. Price: Contact yolanda@smallpetitklein.com

FALLING MAN - WORKSHOP CONTENT & STRUCTURE

Vocational/FE/HE Programme

All of the following workshops use the Education Pack as a reference tool. This is meant as a guide and we are happy to discuss tailoring the package to suit your students needs.

• WORKSHOP 1 Length: 1.5 hours Content: Short Warm up class, Repertoire, Structured Improvisation on a task & Creative Tasks. Structure: Warm Up, Class exploring centering & release techniques. Learning repertoire phrases. Creative approaches to ‘Falling’. Price: Contact yolanda@smallpetitklein.com

• WORKSHOP 2 Length: Up to 4 hours over half a day (i.e. - 10-12 & 1-3pm) Content: Class, Repertoire, Partnering Skills (lifts and manipulation), Creative Tasks, short discussion on theme. Structure: Warm Up, Class exploring centering & release techniques. Learning repertoire phrases. Creative approaches to ‘Falling’ and other issues explored in the dance piece. Initial exploration on using text in dance: what is dance theatre? Group discussion. Price: Contact yolanda@smallpetitklein.com

• WORKSHOP 3 Length: Full Day, with the possibility to share the work with other pupils at the end of the day. Content: Technique Class, Repertoire, Partnering Skills (lifts and manipulation), Creative Tasks, in-depth discussion on central and peripheral themes. Text work: exploring the physical resonances of words, altering them to pursue emotional states, etc. Using visuals to help create and convey meaning (a projector would be needed). On-going group discussions. Defining the structure for the informal presentation to be given to the audience at the end of the day. Price: Contact yolanda@smallpetitklein.com

Workshop Requirements for all workshops

1. A clear, well lit, warm space with a suitable floor for dance (not carpeted), preferably a sprung or semi-sprung floor.

2. Good quality sound system with a CD player or preferably an iPod/Laptop line-in.

3. Participants should be dressed appropriately for dance – no skirts or jewellery.

4. Participants should wear loose, comfortable clothing.

5. Smallpetitklein requires information in advance of the workshop

to include:

a. Names and addresses of all the workshop venues b. Contact name and telephone number for each workshop c. The number of participants (max of 30) d. The age ranges e. The ability ranges and brief description of experience f. Any behavioural issues g. Any relevant medical conditions h. The times of the workshops (to include break times if

appropriate)