Timothy Dacanay

Flow: From Wild Minds to Dance Steps (or How a College Class in Visual Arts Appreciation Turned into a Dance Performance)

Timothy Dacanay – De la Salle College of Saint Benilde, School of Arts, Culture and Performance, Manila, Philippines

Abstract:

This paper narrates the development and execution of an improvised arts appreciation course that unexpectedly culminated in a live dance performance. As the course instructor, I share my perspective on how a creative confluence of various elements led to this transformation. Drawing from my educational theatre background, I adapted the syllabus to incorporate an experimental, collaborative process that engaged both the students and their diverse talents. The class consisted of forty freshmen and freshwomen, whose enthusiasm and openness were crucial in bringing this project to life. Among them was a student dancer who provided an invaluable resource that further shaped the project’s direction as he became the writer and director-choreographer. The class was divided into two primary groups: dancers and the backstage crew, which included designers, hosts, and ushers. This division allowed for a comprehensive exploration of the different roles involved in creating a performance, fostering an understanding of both the artistic and logistical elements of theatre. The culmination of this journey was a performance held at the De La Salle-College of Saint Benilde’s D+AC theatre in Manila. This paper highlights the interdisciplinary nature of arts education and demonstrates how flexibility, student engagement, and real-time problem-solving can contribute to a successful and unexpected outcome. It underscores the importance of adaptability in teaching, the value of student agency, and the transformative potential of integrating performance art into the curriculum. The project exemplifies the dynamic, ever-evolving relationship between educator and students as they explore the creative process.

Advocacy and Networking Board of InSEA: Amplifying Voices: Shaping InSEA Membership for Greater Impact (Panel)

Timothy Dacanay

Chair: Susan Coles – Vice-President of InSEA, UK

Amanda Alexander – Miami University of Ohio, USA

Patsey Bodkin – School of Education, NCAD, Dublin, Ireland

Timothy Dacanay – De la Salle College of Saint Benilde, School of Arts, Culture and Performance, Manila, Philippines

Rolf Laven – University College of Teacher Education, Vienna, Austria

Angela Reid – AME World Councillor InSEA / Kingdom Schools, Riyadh, Saudi Arabia

Abstract:

This panel invites InSEA members to actively participate in a dynamic discussion about their aspirations, needs, and expectations from their membership. Organised by the Advocacy and Networking group, the session provides a unique opportunity for members to voice their ideas and experiences directly with those who advocate for their interests. InSEA is committed to fostering a global network that supports art educators, practitioners, and researchers; this panel seeks to strengthen that commitment by listening closely to what members want and need to thrive in their professional and creative endeavors. During this interactive session, members will be encouraged to share their views on essential aspects of their InSEA experience, from professional development opportunities and advocacy priorities to networking support and resource availability. We’ll also explore potential initiatives the panel could pursue to address these needs, bridging communication between members and organisational leadership to promote a responsive, impactful community. Attendees will leave knowing that their voices have been heard and valued. The insights gathered from this session will help shape future offerings, reinforcing InSEA’s dedication to a vibrant, inclusive membership experience that aligns with members’ evolving professional contexts and ambitions. This panel is an invitation to contribute to the ongoing development of InSEA. Join us as we work together to build a more supportive, responsive, and globally connected organisation for all who value the transformative power of art education.