More than thirty years of arts education research has proven that theatre, dance and music greatly contribute to the development of reading, writing, and numeracy skills in students. we are dedicated to integrating performance skills into education to increase academic success. Since 1999, PERFORM! has been a joint initiative of Dance Nova Scotia, Nova Scotia Choral Federation, and Theatre Nova Sc
otia, bringing professional artists to schools to work with students and teachers in developing their own skills and creativity. From African dance, to public speaking, to hip hop, to playwriting, we’ve taught it all. You can find our performers working in performing arts classes and through other subject areas such as English, French, History, Math, and Social Sciences. is committed to providing accessible programming in English and French for all grade levels in public and private schools. We also provide travel remuneration to performers so that rural schools can have equal access to our program. Benefits:
A well designed, participatory arts education program is essential in developing creative and confident critical thinkers and problem solvers. Evidence further suggests that theatre, dance and music are linked to improved literacy and numeracy skills. A school’s commitment to the performing arts signals respect for the range of multiple intelligences and the different ways in which our students learn. A strong arts curriculum not only contributes to a student’s creative knowledge, it improves overall academic success, enhances self-image and develops social empathy. Youth in arts programs are:
25% more likely to report feeling satisfied with themselves;
31% more likely to say that they plan to continue education after high school;
Eight times more likely to receive a community service award;
Four and a half times more likely to win an award for writing an essay or poem;
Twice as likely to win an award for academic achievement;
Four times more likely to participate in a science or math fair;
- From Youth Development by Shirley Brice Heath and Elisabeth Soe
