Imagining is probably a better word and process overall than pretend. Pretend implies that a child is mimicking or copying the expected or preconceived actions of (for instance) an animal. Whereas, imagining, allows the child to fully embody all that it means to be that animal. It is a more full and rich experience. Ask a room of children to pretend they are elephants and most will likely stomp heavily around the room, waving or trumpeting their trunks. Ask a room of children to imagine they are elephants on a vast African plain; or imagine their arm, or leg, or head is like an elephant’s trunk searching for a peanut; or imagine they are as large and powerful as an elephant and the outcomes will be quite individual and way more interesting. I avoid the word pretend in my creative classes whenever possible simply because it seems more limiting (for myself and the kids).

You raise some great questions regarding parents’ notions about creativity in dance. I do think there is a correlation in the idea that creative means lack of structure or instruction. Sometimes that incorrect notion is supported by ill-prepared instructors or coaches, sadly. I think it also comes down to what we, as a culture, value. In the U.S., I would say that performance or the end result is considered more valuable than process – it’s everywhere throughout our current educational system (outcomes, standardized testing, etc.). As a result, it doesn’t surprise me that the creative process is low priority for many parents.

And, yes, my own experiences with creative dance transferred directly to the choreographic methods I later studied in dance composition. I rely on that knowledge and methodology still for creating everything from contemporary dance choreography to ballet to hip hop.

“Pretend” is a part of a child’s development but I am very much a follower of imagining as a mean to creating movement.

I wish more moms and dads would recognized the value of creative dance and see what a wonderful means it is to dance and development (creative, physical, and social). I don’t know if you noticed this, Nichelle, but in the discussion on dance that we met for the first time, after you and I gave our dance pugs there was a discussion on giving your children music lessons if one couldn’t find the right classes. It seemed like the creative dance idea went in one ear and out the other for some. I wonder why it is hard for some to take it seriously and why the word creative in dance conjures up negativity for some or maybe the thought that because a child is creative they aren’t being instructed.

Also, I agree with what you said about how many classes for this age are taught by very young teachers that may not have the experience needed.