Maypole dancing with disabled people
The notes offered here are the result of over 50 years’ experience of making music and dance happen for people with and without disabilities. The phrase maypole dance is used to refer to the dances using a fixed pole with long ribbons which became so popular from the late 1800sl. There were older forms. Maypole dancing is often associated with displays at festivals or seasonal events but is enjoyable and satisfying in its own right.
‘Dance’, ‘walk’ and ‘move’ are used interchangeably. It doesn’t mean fast or fancy steps. The music can and should be quite lively while dancers take their time. ‘Teaching’ and ‘leading’ are also interchangeable.
Deconstructing the dancing
When maypole dance, a vernacular form of both visual and performance art, is being re-created for disabled dancers, decide what elements to cover within each session plan. Awareness of them also fosters good communication with carers, staff and volunteers e.g. parent helpers.
Elements of maypole dance:
- an eye-catching pole, often highly decorated
- long ribbons, appealing by their colour and movement
- patterns made in the air by ribbons, pole and dancers
- the change and growth of the patterns within a circle
- dancers moving with individual animation and purpose
- teamwork producing a whole which is achieved only by co-operation, no one dancer being supreme
- lively rhythmic music
- familiar structure of music and dance
- setting within a community, whether school, village or festival
- seasonal tradition and shared memory; reciprocal offering of commitment and pleasure
- an art form with scope for imagination, topical humour and contributing to a larger installation or performance
The teacher might plan one or two stand-alone sessions covering just a few of these elements — for example, watching a local maypole display (video or real life) then exploring the feel of ribbons and finally moving round the pole. For an extended programme, perhaps with a view to a performance, lots of practice with rhythm and spatial movements are recommended.
Practise simple moves that will become dances, for example:
Being part of a circle. Chairs/wheelchairs in a ring, facing inwards. Pass sensory balls round, in either direction then the other. Take turns round the ring saying ‘Hello, I’m [name]’. Sing action songs. Carers should join in. Add folk-dance or pop music, and dance moves such as counting 2, 3 or 4 steps forward into the centre. Count 8 each way if people use wheelchairs or frames. Returning to place: either turn round and go forward, or step backwards. Add clapping or waving. Hold hands if appropriate.
Following the person in front. Teacher directs people to make a line behind them. This may need slow and explicit words. Lead line round the room with small quick steps, to lively music. Curve or zig-zag, using wide S-shapes.
Putting a maypole dance together
Note on ribbons
Two main types: 1, woven cotton braids about 2 cm wide, often used for PE team ‘bands’, and 2, satiny (polyester) fabric about 3 cm wide. Braids are usually red, yellow, blue and green; they have enough friction to grip each other, as in weaves like Gypsy Tent. Satin ribbons come in all colours and are pretty even before any patterns are made. Many dancers enjoy just playing with them. They are slippery so will not grip.
Teach safe ribbon handling. Practise phrases like ‘your ribbon is too loose’ and ‘keep the ribbon straight’ — this is important for dance patterns, i.e. a gently taut but not tight ribbon. Practise moving towards the pole while taking ribbon inside the hand to shorten it, or moving away. Correct any dancers with ribbon wound round their hand. If they stumble, they could sprain their wrist. People with less motor control (or carers guiding their wheelchair) can keep ribbons straight and high by maintaining a distance from the pole. Watch out for ribbons dangling or dragging on the ground and get dancers to gather them in before they trip someone up.
As with all good teaching, give positive instructions rather than negative where possible. Use specific language. Show what to do, use a smile and gestures, and as few words as possible. Skilled carers will take part alongside the dancers and follow the leader’s instructions, helping by example not words.
Plain outlines of the ribbons, or shiny colours, make an effective dance even if the dancers just move round the circle. The dancers learn to move steadily, in unison, and keep a distance from the person in front. Bunching up tilts or pulls over the pole. Grab the pole, stop the music and gently remind people to keep their distance.
Some simple dances.
A. Ribbon dip.
Dancers in large circle facing in, with ribbons straight and high. Move slowly towards the pole so the ribbons dip and curve. Reverse and repeat.
B. Circassian.
Leader goes round inside the circle naming people in turn ‘Silver’ and ‘Gold’. When music plays, Silvers dance in and out, perhaps more than once, while Golds stand still. Then change over.
‘Peascods’: once people have got the idea, Golds start moving in at the same time Silvers are coming out.
Dip and Dive: Golds lift ribbons high while Silvers lower them; reverse.
Punctuate each ‘in and out sequence’ by everyone circling pole for once through the tune.
C. Spirals. Double spirals (also known as Barbers Pole)
Note: maypole ‘crown’ must be fixed not rotating.
All dance in the same direction, so ribbons spiral round pole. When the ribbons have been wound about halfway, the dancers turn round and dance to unwind them.
Double spirals. (Can be done without a fixed crown.) Silvers stand still and hold up ribbons. Golds dance clockwise underneath the ‘canopy’. Then Golds stand while Silvers dance counter-clockwise. Each group stops when their ribbons are about halfway wound up. To unwind, Silvers start, and Golds dance second.
This teamwork produces a whole which is achieved only by co-operation, no one dancer — or teacher — being supreme.
Sometimes in disability settings there’s an unconscious emphasis on can’t. The whole basis of maypole dance is together, we can.
Music
The music holds the dance together — folk-dance, military marches, line-dance music, Bollywood, any chart music that makes your feet tap. The leader can use any recorded music — check the copyright — ideally with reference to what the dancers like. Recorded music is very useful, being exactly the same each time. Live music can adjust to speed etc.
If you as a leader find you can’t hear a beat or pulse, get a friend to help by walking, marching or clapping with you, with appropriate music.
Consider whether sudden loud music will startle a blind or autistic dancer.
Live music. Find one confident melody instrument player. People sitting out can be offered small percussion (not drums) which can enrich the dance. Use brisk music even if dancers are moving slowly: vigorous music will animate them and make counting the beat easier.
Traditional British folk dances and songs usually have a 4-beat structure perfect for maypole dances. The beat urges the dancers to move, and the counts of 4 or 8 divide the dance moves into easy-to-remember sections.
Maypole dancing may suggest ways to link local communities, for example African-Caribbean heritage or some forms of dandia (South Asian folk dances).
Left: Dandiya raas at Museum of Wales. Right: Rajasthan folk-dance display team.
Maypole as art form: enhancing the dancing!
1. Bubbles.
(Do not use on hard surfaces which will become slippery.)
2. Lights.
Strings of LED lights, battery-powered not mains, twisted round the maypole. Or individual lights as high up each ribbon as you can manage. (Avoid dazzling or flashing lights.)
3. Costume.
The old notion of girls in white frocks with flower-wreaths is questioned in the 21st century. Think face paint, decorated hats and coloured hair; silver or LED decoration on head and arms; streamers and morris bells tied on wheelchairs or walking frames.
Enigma Morris wearing ‘tatters’, clothes decorated with strips of cloth.
LEDS tied on ribbons.
Hats made by dancers.
LED candles.
People notice the beginning and the end of a show. Organise dancers to enter the ‘arena’ with panache — morris-type bells, small percussion, LED candles at dusk, pairs of dancers/carers tapping small dandia sticks. Go round the maypole at least once before taking up positions. At the end, reverse the procession.
All photographs used with consent. Thanks for collaboration to Mike Ruff; to colleagues in the English Folk Dance and Song Society, the Historical Dance Society and the Folk Education Network; and to Caroline Hodgson and other fine musicians.
Ann Hinchliffe, February 2024.