CV

 

Georgina Butler

Journalist. Dance Writer. Dance Teacher.

 

Profile

 

Experienced Journalist, Dance Writer and Dance Teacher.

First Class Honours graduate of the Royal Academy of Dance (RAD).

Graduate of the London School of Economics and Political Science (LSE).

Fully qualified graduate of a National Council for the Training of Journalists (NCTJ) fast-track diploma course.

Passion for dance and education demonstrated by editorial, pedagogical and professional endeavours.

Fully insured dance teacher – specialising in classical ballet – with a First Class BA (Hons) Degree in Dance Education and Level 3 qualifications in first aid, safeguarding and fitness.

 

 


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Key Achievements

 

  • First Class Honours graduate of the Royal Academy of Dance (July 2017).
  • Featured in the Royal Academy of Dance 2017 social media campaign ‘Meet the Student’ (February 2017).
  • Awarded an academic bursary by the Faculty of Education at the Royal Academy of Dance (July 2016).
  • “Distinction” grade for the Royal Academy of Dance’s Diploma in Dance Education (July 2016).
  • “Distinction” grade for the Royal Academy of Dance’s Certificate in Dance Education (July 2015).
  • Selected as an English National Ballet ‘Dance is the Word’ writer (May 2014).
  • Selected as an ‘Emerging Dance Writer’ for Cloud Dance Festival: Showtime (London, November 2013).

 

 


 

Summary

 

 

Dance Writer: Culture Whisper (www.culturewhisper.com)

January 2015 – Current                                                             

  • Researching and writing previews of current and forthcoming dance productions.
  • Researching and writing features.
  • Liaising with press officers, event organisers and dance companies.

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Writer: Ballet Papier (www.balletpapier.com)

May 2014 – Current  

  • Researching and writing stories for a ballet-themed decorative arts brand’s blog.
  • English language consultant for select online and print marketing.
  • Copywriter for passages used inside products in the stationery range.

*

 

Writer: Total MK (www.totalmk.co.uk)

April 2014 – Current

  • Sourcing, researching and writing leisure and entertainment stories.
  • Community News, Previews, Reviews, Features, Interviews.
  • Dance and Theatre specialist.

 

 

Dance Teacher.
CentreStage Theatre School, Milton Keynes.

December 2018 – Current

 

Dance Teacher.
Greenleys First School, Milton Keynes.

November 2018 – March 2019

 

Dance Teacher.
Dancebox Studios, Milton Keynes.

January 2017 – January 2019

 

Ballet Teacher.
Platinum Dance Academy, Milton Keynes. 

January 2016 – April 2018

 

Ballet Teacher.
The Rosemary Lane School of Ballet, Milton Keynes.  

September 2014 – April 2018*

 

 

Contributing Reporter: Johnston Press – Milton Keynes Citizen

July 2009 – Current      

  • A wide range of pieces published, in print and on the web.
  • Front Page “Splash” pieces, page leads, fillers, news-in-brief, numerous bylines.
  • Use of Content Management Systems (CMS), web uploading, SEO, social media.
  • Sourcing, editing and writing content related to schools and education.
  • Deputising for the Leisure Editor when required.
  • News, Features, Reviews, Interviews, Online Content.
  • Experience includes inquests, public events, demonstrations, school events, feature visits, theatre press calls.

*

 

Multi-skilled part-time colleague at ASDA Superstore, Milton Keynes

September 2005 – February 2019

  • Joined the Milton Keynes store when it first opened as part of the original team.
  • Customer-facing colleague. Role includes handling customer queries, replenishing stock, overseeing tasks in the warehouse.
  • Trained in processes across departments.
  • Trained First Aider.
  • Trained Fire Warden.

 

 


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Qualifications

 

Royal Academy of Dance

BA (Hons) Dance Education (achieved with First Class Honours)

Awarded July 2017

  • Royal Academy of Dance (RAD) Faculty of Education / University of Bath (FHEQ Level 6)

 

Modules studied:

Dance, Art and Education
(inc. Philosophical perspectives on the nature and function of the arts in education; Debates surrounding arguments concerning the meaning of “art”, “dance” and “education”; Arguments concerning the generic role of the arts within education and the particular educational contribution of dance; Common dichotomies such as education/training, theory/practice, mind/body.)

Dance and Older Learners
(Exploring how older learners can benefit from participation in dance. Inc. Deconstructing stereotypes of older people in dance; Critical consideration of creative and artistic outcomes of participation; Health-related safe practice concerns.)

Ballet: its Diversity and Influence
(Consideration of the influences on ballet’s worldwide growth and development during the twentieth and early twenty-first centuries, explored through the study of selected choreographers, dancers, artistic directors, teachers, scholars and critics. Areas examined required time to be invested in engaging critically and discursively with historical, political, social, cultural, financial and artistic circumstances which might impact on a ballet company’s identity and values.)

Dance in Higher Education
(Philosophical and educational traditions, definitions and debates surrounding the nature of dance in Higher Education. Inc. Consideration of the tensions between dance in Higher Education as an academic discipline and as a preparation for entry into the profession.)

Dissertation
(Thesis titled “Meet Me at the Barre: Community in the Ballet Class.” Educational research inspired by personal experience as a dance student and dance teacher.)

 

***

 

Royal Academy of Dance (September 2015 – July 2016)

Diploma of Higher Education: Dance Education (achieved with DISTINCTION)   

  • Royal Academy of Dance (RAD) Faculty of Education / University of Bath (FHEQ Level 5)

 

Modules studied:

The Nature of Dance
(Philosophical perspectives on the nature and function of dance.)

Perspectives on Learning and Teaching
(Theories of pedagogy applied to dance.)

Safe Practice and Improving Performance
(inc. Physiological and Psychological factors in relation to dance performance and dance teaching practice.)

Perspectives on Music and Dance
(inc. Critical, Philosophical and Aesthetic concepts relevant to the study of music in dance; Musical aspects of selected repertoires, practices and dance forms; Implications of diverse analytical models of music and dance for dance practice, education and training.)

Dance in the Community
(inc. Considerations of dance as a participatory art form; Reflection upon how context can affect planning and delivery of dance activity; Notions of dance as a tool for social engagement, empowerment and enjoyment.)

 

***

 

Royal Academy of Dance (September 2014 – July 2015)

Certificate of Higher Education: Dance Education (achieved with DISTINCTION)   

  • Royal Academy of Dance (RAD) Faculty of Education / University of Bath (FHEQ Level 4)

 

Modules studied:

Frameworks & Perspectives
(Dance Analysis; Benesh Movement Notation; Labanotation.)

The Healthy Dancer
(inc. Anatomy; Alignment; Conditioning; Injury; Nutrition; Safe Practice.)

Dance Education: Concepts and Contexts
(Critical examination of pedagogy in different settings.)

Music in Dance and Dance Education
(inc. Music Theory; Role of Music; Musicality; Music & Dance.)

Dance Syllabi and Examinations
(Reflection on Teacher’s Role; Training Methods; Ethical Practice.)

 

***

 

 

NCTJ Fast-Track (News Associates, Wimbledon, London) (September 2010 – February 2011)

Shorthand at 100 wpm (PASS)

Reporting (PASS)

Essential Media Law (A – 85)

Essential Public Affairs (A – 74)

Media Law Court Reporting (A – 86)

Multi Media Portfolio (A – 71)

Production Journalism (B – 62)

 

 

 

London School of Economics and Political Science (LSE) (2007 – 2010)

BSc (Hons) Sociology (2:1)

Consistently high academic performance throughout (1st or 2:1 in every assessment).

Completed a Dissertation titled:
“Gender representation in practice and performance of classical ballet – reflection and contradiction of conventional gender norms.”

Contributed to The Beaver (the weekly newspaper of the LSE Students’ Union).

 

 

 

Secondary School (Denbigh School, Milton Keynes) (2001 – 2007)

4  A Levels:

  • 3 x A (English Language & Literature, Sociology, Psychology).
  • 1 x C (French).

11 GCSEs:

  • 4 x A* (Sociology, Humanities – top mark in the country -, English Language, Design Technology).
  • 4 x A   (Dance, French, German, English Literature).
  • 3 x B   (Double Science, Mathematics).

 

 

 

Vocational Qualifications (Dance) (1996 – 2009)

 

Royal Academy of Dance (RAD) Classical Ballet.

  • Primary to Grade 8 with Distinction.
  • ‘Advanced’ Level Vocational Qualifications (professional examination route; progression for teaching).

 

Imperial Society of Teachers of Dancing (ISTD) Jazz Dance and Modern Theatre Dance.

  • Jazz Dance: Bronze, Silver and Gold Awards (“A” grades).
  • Modern Theatre Dance syllabus examinations (“A” grades).
  • Modern Theatre Dance ‘Intermediate’ Vocational Qualifications (professional examination route; progression for teaching).

 

 

 


 

Continuing Professional Development

 

 

Preparation for Healthy Dance Certificate (September 2020)

Online learning programme and graded assessment delivered by Safe in Dance International

Achieved with Best Practice.

The Preparation for Healthy Dance Certificate (PHDC) requires practitioners to demonstrate the knowledge needed to protect themselves and their students when preparing to dance in any environment.

The PHDC provides international professional endorsement of knowledge and understanding of preliminary dance health and safety. It is supported by the National Institute for Dance Medicine and Science, Healthy Dancer Canada and the Council for Dance, Drama and Musical Theatre.

Six CPD hours.

 

 

COVID-19 Awareness Certificate (August 2020)

Online learning programme and mandatory quiz delivered by CPD Online College

A general overview of everything known so far about COVID-19, including the impact of the global pandemic on daily life, methods to prevent infection and special measures to reduce risks in workplaces.

Achieved with full marks (100%).

Two CPD hours.

 

 

Introduction to Leading Dance for Early Years Certificate (August 2020)

Online learning programme and graded assessment delivered by People Dancing

Achieved with Distinction.

A six-unit online course designed to provide dance teachers with knowledge about creating environments where babies, toddlers and pre-schoolers can explore with their whole bodies and all their senses.

 

 

Introduction to Leading Dance with Older People Certificate (August 2020)

Online learning programme and graded assessment delivered by People Dancing

Achieved with Distinction.

A seven-unit online course designed to provide dance teachers with foundational knowledge about the safe, effective and creative delivery of dance sessions with older people.

 

 

Dance Knowledge (June 2020)

Online dance science education for dance educators delivered by Dance Knowledge

A series of courses that connect dance teachers with the latest research in biomechanics and psychology. Devised to help dance teachers support and enhance students’ physical and mental health and performance.

Thirty CPD hours.

Courses completed:

  • What is Biomechanics? (2 hours of time-valued CPD)
  • Variability and Movement Expertise (3 hours of time-valued CPD)
  • How Dancers’ Muscles Work (3 hours of time-valued CPD)
  • Balance in Dance (3 hours of time-valued CPD)
  • Sprung Dance Floors (3 hours of time-valued CPD)
  • Goal Setting (3 hours of time-valued CPD)
  • Perfectionism in Dance – Introduction (3 hours of time-valued CPD)
  • How Perfectionism is Learnt and Reinforced in Dance (2 hours of time-valued CPD)
  • Performance Anxiety (3 hours of time-valued CPD)
  • Creativity and Choreography (2 hours of time-valued CPD)
  • Encouraging Boys in Dance (2 hours of time-valued CPD)
  • Accessing Academic Research (1 hour of time-valued CPD)

 

 

Take Your Teaching Online (June 2020)

Online learning programme and mandatory tests issued by The Open University

Outcomes:

  • Identify the differences between teaching online and teaching in a face-to-face environment.
  • Make informed decisions when choosing new tools and pedagogies for online teaching.
  • Identify major benefits and challenges of teaching online.
  • Understand the changing practices of educators as they make use of online opportunities.
  • Understand how to create and evaluate approaches to online teaching that are appropriate for you.

Twenty-four CPD hours.

 

 

Online Safety (June 2020)

Level 2 Certificate issued by EduCare

This course provides practical advice to help educators understand online safety and develop a safe online culture among children and young people.

Understanding Online Safety

  • Violent and extreme content
  • Potential risk factors
  • Types of content
  • How children can make and receive contact online
  • Conduct
  • The law and statutory guidance

Developing a Safe Online Culture

  • Positive conversations
  • Reporting
  • Promoting good practice

Three CPD hours.

 

 

Mental Health Awareness (June 2020)

Level 2 Certificates issued by EduCare

  • Understanding Anxiety
  • Understanding Low Mood and Depression
  • Understanding Self-Harm

Three CPD hours.

 

 

Preventing Bullying (June 2020)

Level 2 Certificate issued by EduCare

Outcomes:

  • Understand what bullying is.
  • Identify who may be affected by bullying.
  • Understand the role technology can play in bullying behaviour (cyberbullying).
  • Be able to recognise a child who may be being bullied and understand the damaging physical and emotional effects.
  • Be able to put actions in place to tackle bullying in an organisation or setting.

Four CPD hours.

 

 

Risk Assessment Certificate (April 2020)

Online learning programme and graded assessment delivered by People Dancing

Achieved with Distinction.

A People Dancing programme designed to assist dance teachers in improving the safety of their practice.

Outcomes:

  • understand your legal responsibilities in relation to health and safety at work
  • take steps to ensure you and all those you come into contact with in relation to your work stay safe and well
  • know what to do if an event occurs in relation to your dance practice or class

 

 

Royal Ballet School Dance Teacher Training (February 2020)

Inspire Seminar 4: Analysing the Elements of Technique Part Three: Allegro

The Royal Ballet School’s inspirational professional development programme combines a mix of practical and pedagogical study devised to guide teachers in their approach to teaching classical ballet.

Outcomes:

  • analyse the allegro section of classical ballet vocabulary
  • understand how allegro is developed at the barre and in the centre
  • develop skill in teaching allegro
  • develop skills in lesson planning and time management

Six-and-a-half CPD hours.

 

 

Royal Ballet School Dance Teacher Training (December 2019)

Inspire Seminar 3: Analysing the Elements of Technique Part Two: Centre Work

The Royal Ballet School’s inspirational professional development programme combines a mix of practical and pedagogical study devised to guide teachers in their approach to teaching classical ballet.

Outcomes:

  • analyse the vocabulary of classical ballet that is taught in centre practice
  • understand how classical ballet vocabulary progresses from the barre to the centre
  • develop skill in teaching centre practice
  • understand and implicate strategies for effective communication
  • develop skills in demonstration and the use of voice for effective teaching practice

Six-and-a-half CPD hours.

 

 

Royal Ballet School Dance Teacher Training (October 2019)

Inspire Seminar 2: Analysing the Elements of Technique Part One: Barre Work

The Royal Ballet School’s inspirational professional development programme combines a mix of practical and pedagogical study devised to guide teachers in their approach to teaching classical ballet.

Outcomes:

  • understand motor development and learning in relation to the teaching of dance
  • analyse and develop knowledge of the vocabulary of classical ballet that is taught
    at the barre
  • develop skill in teaching barre work
  • develop knowledge and understanding of how students learn dance skills

Six-and-a-half CPD hours.

 

 

Royal Ballet School Dance Teacher Training (July 2019)

Inspire Seminar 1: The Foundations of Classical Ballet

The Royal Ballet School’s inspirational professional development programme combines a mix of practical and pedagogical study devised to guide teachers in their approach to teaching classical ballet.

Outcomes:

  • an understanding of the basic concepts of ballet technique
    (including posture, placement, use of turnout and weight placement)
  • an understanding of the mechanics and aesthetics of port de bras
  • an understanding of the concept of good teaching
    (leading towards the development of a personal philosophy of teaching)

Six-and-a-half CPD hours.

 

 

Progressing Ballet Technique Teacher Certification (February 2019)

Certification to teach all levels of Progressing Ballet Technique 

Progressing Ballet Technique (PBT) is a body conditioning programme devised by Marie Walton-Mahon to help dancers achieve their personal best in classical ballet.

Certification equips teachers with the knowledge, understanding and creativity to help develop the muscle memory needed to enhance dance training.

The emphasis is on the importance of safe dance training to improve core stability and identify correct weight placement, alignment and muscle activation.

Certification requires teachers to be trained and assessed in Progressing Ballet Technique junior, senior and advanced levels.

Outcomes:

  • an understanding of the activation of muscle memory to activate “turn out”
  • an understanding of the activation of muscle memory to enhance “adage movements”
  • an understanding of the activation of muscle memory to accelerate “allegro”
  • an understanding of the activation of muscle memory to activate “batterie”
  • an understanding of the activation of muscle memory for controlled landings
  • an understanding of how to break down the exercises
  • an understanding of how to build the exercises
  • an understanding of the appropriate age relevant to each exercise
  • an understanding of the correct muscle groups that assist each movement

Six CPD hours.

 

 

Fitness Diploma (October 2018)

Level 3 Fitness Diploma (Personal Trainer / Fitness Instructor) issued by New Skills Academy  

Acquired a thorough understanding of fitness by covering a breadth of topics relevant to anybody working as a personal trainer or fitness instructor.

Level 3 course comprising thirty-two modules.

Content covered included: Anatomy (skeleton / cardiovascular system / muscles and somatotypes / the nervous system / joints); Obesity and Diabetes; Nutrition; The Effects of Exercise; Exercise Intensity; Fitness Plans; Stretching; Fitness for Children; Working with Disabled Clients; Principles of Yoga; Principles of Pilates; Risk Assessment; Safeguarding; Insurance and Tax; Health and Safety.

Fifteen CPD hours.

 

 

Pointe Shoe Fitting Training (October 2018)

In-depth, one-day workshop on Pointe Shoe Fitting provided by Ballet Pro Ltd. and based on the work of Amanda Hill (UK importer and distributor of Grishko pointe shoes), Linda Reid-Lobatto (pointe shoe fitter), Esther Juon (pointe shoe fitter and member of the International Association of Dance Medicine and Science) and others.   

Attended a full-day workshop on fitting pointe shoes.

Content covered included: The Anatomy of the Foot; Development of the Dancer; Assessment of Readiness for Pointe; The Fundamentals of Pointe Shoe Fitting; Step-by-Step Practical Fitting; Solving Problems; Health and Safety.

Training included the application of comprehensive theoretical knowledge to the practical art of pointe shoe fitting.

Participating as a pointe shoe model reinforced the theoretical and practical training received.

 

 

SAFEGUARDING TRAINING:

 

Child Protection Advanced (June 2020)

Level 3 Certificate issued by EduCare  

Acquired a thorough understanding of child protection by covering a breadth of topics relevant to anybody with a responsibility for safeguarding children and young people.

Achieved with full marks (100%).

Nine modules:

  • Child Development
  • Parenting and Risk Factors
  • Forms of Child Abuse
  • Specific Safeguarding Issues
  • Recognising and Responding to Abuse
  • Child Protection System
  • Learning from Failure
  • The Legal Framework
  • Promoting Good Practice

Nine CPD hours.

 

 

Child Neglect (June 2020)

Level 2 Certificate issued by EduCare  

Acquired a thorough understanding of what child neglect is and the factors that may contribute to it.

Three CPD hours.

 

 

Child Protection (July 2017)

Level 3 Certificate in Child Protection issued by EduCare  

Acquired a thorough understanding of child protection by covering a breadth of topics relevant to anybody with a responsibility for safeguarding children and young people.

Achieved with full marks (100%).

Level 3 course comprising nine modules:

  • Child Development
  • Parenting and Risk Factors
  • Forms of Abuse
  • Other Harm
  • Responding to Abuse
  • Reporting Abuse and the Child Protection System
  • Learning from Failure
  • The Legal Framework
  • Working Together

Nine CPD hours.

 

 

NSPCC Child Protection: an introduction (July 2017)

Introductory safeguarding course delivered by the NSPCC 

A CPD certified, four-module e-learning course for everyone who works with children.

Understanding how to recognise, respond, report and record concerns about a child.

 

 

FIRST AID CERTIFICATION:

 

First Aid annual skills update (June 2020)

Online learning programme and assessment delivered by British Red Cross

Achieved with full marks (100%).

A British Red Cross e-learning course designed to provide annual refresher training.

Modules recapped how to help someone who is:

  • unresponsive and not breathing, including the use of an automated external defibrillator (AED)
  • unresponsive and breathing
  • choking
  • bleeding heavily
  • in shock
  • burnt
  • having a seizure

 

 

Green Cross First Aid Training (June 2018)

Level 3 Award in First Aid at Work (RQF) issued by Training Qualifications UK  

Demonstrated comprehensive knowledge and understanding of theory related to coping with first aid emergencies in any environment.

Successfully applied effective first aid skills during practical exercises.

Content covered included: The Unconscious Casualty; Breathing Problems; Wounds & Bleeding; Bones, Muscle & Joint Injuries; Burns & Scalds; Poisoning; Medical Emergencies (anaphylaxis / angina / heart attack / asthma / epilepsy & seizures / fainting / diabetes / stroke).

 

 

Green Cross First Aid Training (July 2015)

Level 3 Award in First Aid at Work (QCF) issued by Training Qualifications UK  

Demonstrated comprehensive knowledge and understanding of theory related to coping with first aid emergencies in any environment.

Successfully applied effective first aid skills during practical exercises.

Content covered included: The Unconscious Casualty; Breathing Problems; Wounds & Bleeding; Bones, Muscle & Joint Injuries; Burns & Scalds; Poisoning; Medical Emergencies (anaphylaxis / angina / heart attack / asthma / epilepsy & seizures / fainting / diabetes / stroke).

 

 

 


 

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