The document describes the "Twinning = Winning" intercultural dance project between 2006-2012. The project aimed to promote mutual learning and empowerment for children through dance exchanges between India, Suriname, and the Netherlands. Key outcomes included improved communication and understanding between groups, though some cultural tensions also emerged. Lessons learned stressed the need for sustainability through teacher training and a balanced focus on both children's empowerment and cultural awareness.
1. TWINNING = WINNING
An intercultural dance project
By Maria Speth
Introduction
The concept of twinning is about closely interweaving skills and knowledge
between people from different cultures. All participants are equally
involved in a creative process of mutual learning and sharing.
The “Twinning = Winning” project is a contribution to arts education in the
broad sense of the word.
The Twinning Project is concerned with the educational, social and cultural
aspects of dance based on the concept of empowerment for children and
young people in impoverished areas. With these encounters the new
generation will become aware of qualities they have that often are not
cultivated, both individually and as a group.
Context and initiators
During the 2006 Dance and the Child International (daCi) conference in The
Hague, the Netherlands, it was observed that participation was almost
exclusively from ‘well‐to‐do’ countries. As daCi strives for the rights of all
children to experience art (dance) education, the twinning concept was put
forth. The British community art researcher François Matarasso suggested
employing the twinning concept to promote mutual exchange between
present daCi members and other possible participants. People from all over
the world expressed the need for network support in promoting good
education through dance for children and young people. When the concept
Twinning = Winning was presented to the conference a concrete request
for participation was immediately placed by India.
Description of the process
In 2006, following the conference, the Dutch daCi Board took the initiative
to design and implement a twinning project called “Meeting Point,” an
international cooperation between three countries: India, Suriname and
the Netherlands. The focus was on underprivileged children and young
people from the participating countries, to encourage social and cultural
interactions and understandings through dance. The spearheads of the
project were personal development and development within the group.
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3.
Evaluation
The success of the Twinning project lies in the following points:
1. Children in charge: based on a democratic policy, the children were
the owners of the process and product.
2. Communication: language barriers were not an issue due to the input
of dance.
3. Gender equity: through dance there was no difference made
between boys and girls.
4. Transferable skills: the importance of creative learning from different
contexts and understandings:
a. Understanding of different behaviour
b. Empathy about understanding different behaviour
c. Curiosity about each others culture, ideas or opinions
d. Safety/security/trust‐willingness to take risks
e. No competition, which lead to communication and co‐
operation
f. Group work, collaborative decision making
g. Stimulation of critical thinking skills
h. The ability of the teachers to take on new challenges in a
change of role from traditional teacher to coach and facilitator.
Other issues
Next to the lively communication and the individual growing process during
their actual meeting we noticed some other issues that arose.
Working with the dance material
The three pieces the various groups made were quite different because
each group of children picked their own themes to work on.
In order to produce more homogeneity in the next project, we plan to
suggest working from one central theme (e.g. children’s games).
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7. • Facilitating research into pedagogies for personal and social
transformation
• Promoting the exchange of knowledge and ideas concerning dance
curricula in [state] school systems, artistic training/education, in
amateur and professional dance education context
• Encouraging governments to recognize dance as an important
learning area in educational contexts as well as in community
activities
• Facilitating research in all aspects of dance for children and young
adults
There is a need for consolidation and further durable development through
international collaboration between all of the named twinning partners. In
order to provide support in achieving the project aims in the participating
countries, it will be important to find organizations and people who share
the above‐mentioned values and views.
QUESTIONS:
What is the value of the Twinning concept for the aims of the 2009 WAAE
Summit (literacy/trans and interculturalism/zero poverty/sustainability)?
Does the Twinning=Winning approach offer perspectives for research and
implementation into pedagogies for personal and social transformation?
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