e order of movement and refine motifs and phrases, which would finally lead to being able to create sections of dance that combine to make a whole. Teachers need to guide students to express their unique character and encourage exploration of new ways to move before the material is formed.
             "Students should take an active role in movement development and should be given the freedom to try for themselves." (Mertz and Roach 2002)
             Time should be spent in class exploring and improvising new material, encouraging students not to move in a predictable manner. Invention of variety is important, thus improvisation should be explored as students need to be challenged in order to extend their movement vocabulary, so they don't fall back on comfortable movement habits. In my past experience at secondary school, teachers concentrate on teaching technical skills about how to execute and present ideas. Consequently, when concentrating on highlighting these areas of the curriculum the identity of dance as an artistic venture is lost. Some independence in the creative process is needed. Dance is an artistic process and involves both inspiration and aspiration:
             "Art is very much to do with accident, with contingency, with detail, with self-expression, with the trickery of all kinds of magic." (P. Conrady 1997)
             If too much concern is placed on the technical structure it can lead to students being restricted and predictable with movement. Therefore giving them the opportunity to use their own ideas and resources, leads to students growing and developing in confidence and experience. For many adults lack of physical confidence can be quite familiar (Gough 1993), reflecting a deficient balanced educational experience during their schooling years. Today the majority of young people are
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