From Solo to Ensemble Through Play
NDEO鈥檚 Guest Blog Series features posts written by our members about their experiences in the fields of dance and dance education. We continue this series with a post by Lydia Hance, Founder & Artistic Director, Frame Dance.聽 Guest posts reflect the experiences, opinions, and viewpoints of the author and are printed here with their permission. NDEO does not endorse any business, product, or service mentioned in guest blog posts. If you are interested in learning more about the guest blogger program or submitting an article for consideration, please click here.
As early childhood educators, we have a profound opportunity to nurture the social development of our youngest students. Through dance, we can support the healthy growth of social skills, helping children understand themselves in relation to the world around them. Ensemble work in the dance studio becomes a metaphor for their growing understanding of community, cooperation, and collaboration鈥攕kills that will shape their ability to connect and contribute as they mature.
In our work with young dancers, who are experiencing rapid developmental changes, it鈥檚 crucial that we nurture their social development in ways that are both appropriate and impactful. So, how do we guide our students from solo explorers to active participants in an ensemble? The answer lies in play.
The Power of Play in Early Childhood Development
Play is more than just fun鈥攊t is an essential part of early childhood brain development, rooted in the most ancient parts of the human brain. Play teaches children about cause and effect, allowing them to explore 鈥渋f I do this, then that happens鈥� scenarios. This helps build neural flexibility, which in turn supports critical thinking, problem-solving, and creativity鈥攕kills that are vital in navigating complex social situations.
Through play, children learn to manage and express their emotions, a key aspect of forming healthy relationships. As dance educators, we can design our classes to include developmentally appropriate activities that nurture these essential social skills. Let鈥檚 explore how we can guide students through the different stages of play, helping them transition from solo play to ensemble work.
Main Activity: Collaborative Mural
Children engage in 3D material manipulation using tactile and visual input to create a collaborative mural that develops into cooperative ensemble work. You can find a video explanation of this activity by . This activity can evolve through each stage of play:
0-2 Years: Independent Play
In this stage, children explore their environment independently, building foundational skills that will support future community involvement. While they work independently, children learn valuable lessons in problem-solving, creativity, and autonomy. They begin to trust their own abilities, understanding both their limits and potential鈥攌ey building blocks for self-esteem and confidence.
Collaborative Mural (0-2 Years): Have children tear and scrunch pieces of paper, attaching them to a contact paper mural. This allows them to explore texture and develop fine motor skills while working independently. To introduce locomotion, they place their paper ball on the floor and blow it into motion, engaging with cause-and-effect exploration.
2-3 Years: Parallel Play
As children enter the stage of parallel play, they begin to play alongside peers, even though they may not directly interact with them. This stage provides the comfort of being in a social setting while still maintaining a focus on their own activity. Although they are not yet fully collaborating, they start to become aware of the others around them.
Collaborative Mural (2-3 Years): Have children roll their paper ball across the floor, mimicking the action with their bodies. This activity ends with a 鈥渂ody mural鈥� on the opposite wall, where they form a group shape. While still focused on their own actions, they begin to recognize and align with the movements of their peers.
3-4 Years: Associative Play
In associative play, children begin to interact more with one another, even if they鈥檙e still focused on their own tasks. While each child is still working independently, they start to share materials and ideas, developing a deeper understanding of social dynamics. Through associative play, children learn to communicate, negotiate space, and observe their peers, which helps them gain perspective on how others experience the world.
Collaborative Mural (3-4 Years): Reflecting on the paper shapes, children expand and contract their bodies, mindfully connecting breath. They alternate between crumpling and smoothing their paper, contributing to a mural with both textured and smooth pieces. This shared creation fosters communication and a growing awareness of group dynamics. Encourage students to look around the room and see their friends鈥� breath changing their bodies.
4-6 Years: Cooperative Play
In cooperative play, children begin to work toward shared goals. At this stage, dance activities can evolve into duet work, where their interaction requires communication, trust, and understanding. We see children practice empathy, negotiation, and problem-solving in real-time, strengthening their ability to collaborate effectively. They take on roles, navigate complex social dynamics, and learn to resolve disagreements鈥攁ll while experiencing the joy of working together toward a common goal.
Collaborative Mural (4-6 Years): Have children pair up as artist and paper, with one dancer crumpling into a ball and the other gently 鈥渦nfolding鈥� them. They then switch roles, practicing empathy, trust, and collaboration. The mural evolves into a collective masterpiece, symbolizing the ensemble work they鈥檝e developed.
Building a Foundation for Community
By incorporating play into our dance classes with developmentally appropriate goals, we help children with their critical social skills that will serve them for life. We can guide them from independent movers to thoughtful ensemble members, preparing them to engage meaningfully with the world around them.
Can you Imagine a future where every adult has mastered the social skills learned in these early stages of play: empathy, communication, collaboration, and problem-solving? When we understand what our students鈥� brains are ready to tackle, we can support strong, confident relationships, setting them up not only as better dancers but also better citizens.
Lydia Hance is a visionary dance educator and Founder of Frame Dance, where she has developed the Little Framers Curriculum for early childhood education with Ashley Horn. With 20 years of experience, Lydia is known for creating innovative performances in unique locations, from parks to downtown tunnels. She has taught at institutions like Rice University and Washington & Lee University and champions interdisciplinary collaborations that bring dance into everyday life. Her work has been widely recognized, with performances and dance films featured in festivals across the U.S. and internationally.
Photo Credits: All action shots by Frame Dance Productions, head shot by Lydia Hance