19 June 2024
Tell us about yourself! Did you train with the ISTD syllabus before you taught?
I am Declan Morgan (Dec) a fun-loving, bubbly teacher based in Essex! I am a double Licentiate in the genres of Tap Dance and Modern Theatre, and also an approved DDE tutor for Tap Dance and Modern Theatre. I also have qualifications in acrobatic arts, mental health and well-being, basic sign language and level 3 in anatomy and physiology.
"Pride means being able to be the best version of yourself and living as fearlessly as you want."
I trained at Junior Performers before progressing onto their full-time vocational training with teachers such as Jackie Tapsell, Aimee Dwight, Fiona Floyd and Ryan Moore, I started dancing late (aged 13) and was put into graded classes for Imperial Classical Ballet, Tap Dance and Modern Theatre. Whilst at Performers College I completed my DDI’s under the tutoring of Jackie Barnes and Lyn Richardson.
Photography credit: James Hudson Photography
Who were your role models?
When I was growing up my role models were always my teachers who trained me, every teacher which I was trained by at Performers have taught me lessons which I will take forever, alongside many memories.
"When I was growing up my role models were always my teachers who trained me."
As I have grown older my role models have also been Bob Fosse, Fred Astaire, Jackie Hayward, Cathy Stevens, Lyn Richardson and Jackie Barnes. Without these figures, I would not be able to do my job as passionately and as qualified as I currently do!
Could you tell us a little about your journey with your gender identity and sexuality?
I have always had a very open journey with my identity. Primarily when I was around 14-16, the moments when I was finding myself with identity and sexuality, I was confused as to whether being gay was something which would be frowned upon in my life and I would be tarnished for.
"All of this would have not been possible without the journey which I have been through."
Once I embraced my sexuality and being a gay man, I was instantly more confident. Even to this day I am still building confidence in all aspects of my life, but due to the support in my gender identity I feel comfortable enough to support my students as much as physically possible, whether that be wearing a skirt to demonstrate something for their dances or dance more feminine choreography.
All of this would have not been possible without the journey which I have been through. I believe that my years of teaching, my wall of worry and the preconceptions of others, allowed me to flourish as a teacher and become the best version of myself for my wonderful students.
Do you enjoy the ISTD classes you teach? Why is the structure of the syllabus important?
I love the ISTD classes I teach! I am very fond of the syllabus and am fully invested in the progressions and plans for the future. Alongside teaching, I also choreograph for a multitude of competitions and it is very evident at these competitions which students have a fundamental training in technique. This makes the dancers look stronger technically and able to create the lines and execute the choreography they have been set. I think the clear and coherent build-up throughout the grades also make them a joy to teach.
Recently we’ve begun changing our approach to gendered language and content, moving towards a freer syllabus that offers options A and B, based on preference as opposed to gender. Are you able to speak to the positive changes that come with this and your experience with these options and your students?
I have been lucky enough to be involved in some of the future projects which the ISTD have been working on in making the syllabus more free and accessible for all. Since the elimination of “boy/girl” work, I have enjoyed teaching my classes much more. I feel that I no longer had to put my students in boxes and refrain them from being the best possible version of themselves.
"When I teach the future generations I feel that they are getting more encompassing training through the syllabus, with a variety of styles, music and dynamics."
For years I have seen students entered with option A due to syllabus restrictions, who would have performed the option B exercise with the correct quality and dynamics - but now I feel happy in saying that they can pick whichever option they wish. I have also felt that the students feel more comfortable in the class and there is less of a segregation in the syllabus. As a boy when I was younger, I always knew that I would have been better dancing the more lyrical exercises but I had to perform the jazz-based ones but now when I teach the future generations I feel that they are getting more encompassing training through the syllabus, with a variety of styles, music and dynamics.
Photography credit: James Hudson Photography
Tell us a bit about your dance school/the dance school you teach at?
I currently work for two dance studios: Complete Dance Studios which is based in Witham and Graham School Of Dance in Bishops Stortford. Both studios are Approved Dance Centres and participate in ISTD examinations all the way from primary - Advanced 2 in the genres of Tap Dance and Modern Theatre.
What does Pride mean to you?
Pride means being able to be the best version of yourself and living as fearlessly as you want. I also think from a teaching aspect pride is believing in the students and helping support them in a nurturing environment, allowing them to be truly authentic in front of you. Overall you should be proud of yourself and who you are which creates pride for everyone to see.
What advice would you give to any teachers and/or student teachers who would like to make their classes more inclusive?
I would say you need to make yourself seem open, lots of teachers are still worried about putting their students in boxes or worried about saying the wrong comments. Students are also human, and often my students have been happy to discuss certain elements which I have had confusion on.
"I wish to install kindness mainly, regardless of whether they take dance as a career or not."
If you provide a welcoming environment and show your main ethos is support and encouragement your students will open up to you. I would also say don’t put labels on anyone in your class based on what gender they appear to be!
What qualities do you wish to instil in your students?
I wish to install kindness mainly, regardless of whether they take dance as a career or not - a kind person is a loving person. With kindness in my class, it allows each student to achieve their best whilst being taught by me. I also love being a teacher who can laugh with my students and create an enjoyable learning experience alongside teaching them technique and performance.
