CV

ABOUT ME

Height: 5′ 7″   |   Eye Color: Brown   |   Hair Color: Black

Chancz Perry is an award-winning, multi-faceted producer, choreographer, triple-threat performer, and teacher. He has spent more than 30 years in the entertainment industry – on stage, screen and behind the scenes. Chancz is certified in Early Childhood Education from Saskatchewan Polytech, has a BFA in Dance and a BA in Criminology from Simon Fraser University and is pursuing graduate studies regarding art therapy at the University of Regina. He has served as an artist in residence in Regina Public Schools and as a sessional instructor at the University of Regina, as well as in several roles at the Globe Theatre, where he made a difference in the lives of people in marginalized communities, local artists and production teams, and children of all ages.

Chancz’s purpose is to bring communities together through art, entertainment, culture, and ways of knowing. In his performances, Chancz offers inspiration, distraction and/or education, using approaches that are traditional, progressive, critical, or a mix. “I hope people take away an extraordinary artistic ability that inspires them to pursue their creative endeavours and natural impulses. I want them to realize that they can have success in pursuing their dreams.”

As a teacher, Chancz sees his role as more suited to dismantling the colonial powers that are systemically, structurally, and culturally oppressing students of varying races, genders, sexual orientations, and abilities. “My aim is to foster and promote a safe space and healthy environment for all students to share, learn, explore, experience, and flourish in school as well as in the world we live.”

TEACHING EXPERIENCE

• Taught undergraduate courses averaging 25 students per semester, covering the following topics: Movement and Dance I & II; Introduction to Musical Theatre; Triple Threat Musical Theatre; Diverse Dance Styles; Dance Styles of the 20th Century, Dance Styles of the 21st Century; Movement: Performance Skills; Movement: Creative Expression; Pow Wow to Proscenium; and Performing the City
• Developed grading rubric, syllabus, course materials, lectures, quizzes, exams, and homework

• Taught undergraduate courses averaging 60 students per semester, covering the following topics: Movement Education; and Rhythmics and Dance
• Developed grading rubric, syllabus, course materials, lectures, quizzes, exams, and homework
• Revised the syllabus to meet accreditation standards
• Coordinated grading and labs with a teaching assistant
   

• Designed and implemented holistic in-school sessions based on Globe Theatre School’s philosophy and linked to Saskatchewan curriculum
• Active involvement in teachers’ professional development days, lesson planning, and staff meetings

FACILITATING AND COORDINATING

• Staffed and trained to meet the needs of the program
• Created syllabus and lesson plans
• Helped maintain files, calendars, budgets, and run the Outreach Program in the
  public, reserve, and Catholic school systems, as well as community organizations
• Booked and participated in professional development training
• Helped to secure relationships with various schools and organizations in the community

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• Helped platform new creations on the Templeton Cabaret Stage
• Coordinated theatrical productions and presentations, including sharing of
  information and delegation to departments and staff members
• Posted and distributed call for proposals, reviewed selections, lead pitches, and
  adjudicated to select shows for the series
• Adhered to budgets prepared by the CFO
• Liaised with artists, Director of Production, Marketing, Box Office, and Front of House
  Management
• Reported to the CEO and Artistic Director

ECE AND CHILD SUPPORT EXPERIENCE

• Participated in the planning and supervision of structured activities for children, while understanding the developmental stages and needs of children
• Supervised and monitored children during all daily activities, including meals, playtimes, bedtimes, etc.
• Responded to the emotional and behaviour management needs of children in crisis, with the ability to effectively care for children of various ages who are coping with family issues, change, and separation
• Followed a case plan for each child and documented daily interactions
• Ensured a safe and secure environment by following policies and procedures
• Maintained confidentiality and other ethical principles
• Demonstrated respect for children and families of various backgrounds
• Developed skills in problem solving, managing multiple demands, and responding appropriately to incidents and needs as they arose
• Participated in household management including cooking, laundry, and cleaning

• Provided care for children aged 18 months to five years, with an ability to assess the developmental level of children
• Encouraged opportunities for creative expression through art, dramatic play, and music
• Applied the “YMCA Playing to Learn” curriculum
• Planned, developed, conducted, and monitored appropriate and stimulating activities designed for children
• Participated in physical activities, including gym and swim times, while supervising and guiding daily activities, field trips and special activities
• Fostered outdoor activities and gross motor play with well-equipped play areas
• Facilitated child-led activities through carefully chosen equipment and toys
• Taught children the values of caring, honesty, respect, responsibility and inclusiveness towards all living things
• Assisted in maintaining records of children, housekeeping duties, day care supplies and equipment, and supervising staff, trainees and volunteers

RESIDENCIES AND PROJECTS

• Artist in Schools residency focused on decreasing stress and building resilience through the arts

• Shared drama workshops, mentorships, and resources with northern schools that provided expertise and guidance in the development of devised plays and live performances

• 12-week bilingual project designed for kindergarten students and teacher to explore diverse dance and music styles

• 12-week projects, providing curricular and extracurricular instruction in fundamental movement skills, sports, and dance-related activities. Focus was on 70 pre-kindergarten, kindergarten, and Grades 2 and 5 students

• Guest artist-in-residence leading adult, teen, and youth conferences, in addition to children’s summer camps and workshops on campus

• Worked along-side Functional Integrated Alternative Education Program (FIAEP)- staff, students, and “buddies” in order to create “Fast Forward”, a high school musical performed by students with varying intellectual and physical abilities

• Facilitated youth to learn new skills to express their stories, to learn from each other and to build intercultural connections by working together to create, develop, and perform

PRESENTATIONS AND INVITED LECTURES

• Guest lectured for THDS 345: Lighting Design, focusing on stage lighting and dance performance

• Guest lectured, collaborated, and co-produced with students and faculty to build a new creation. Making Treaty 4 for- live theatre in INA 390AI: Indigenous Theatre Production.

• Delivered a guest lecture in KIN 341: Active Living & Physical Disabilities about how wheelchairs and movement are used in my pedagogy

• Presented the Hip Hop Hoop Dance Teachers’ Package at the Investigating Our Practices Conference 

• Improv Symposium: “Saying Yes/ Exploring Creative Growth”. Panelist at a symposium organized in collaboration with the Regina Improvisation Studies Centre and the Humanities Research Institute.

• Delivered a live performance of “Tunde the African Warrior” as part of a showcase and shared a master class with students and scholars at the “Dance and the Child International and World Dance Alliance” conference.

• Panelist at “As the Spirit Moves: Connecting Through Art and Conversations”. Also presented “Kulu” an award-winning animated dance film

• Lectured to third year students on “Functions of Ghanaian Dance”

• Panelist at “On the Move Conference” advising emerging and professional dance artists 

WORKSHOPS

• Lead a series of movement workshops for 12-18 toddlers, children, and their guardians

• Choreographed and blocked children’s movement/dance for live community performance

• Private coaching, old-school hip-hop dance: one-to-one sessions with a high-risk youth interested in dance mentorship

• Provided West African dance presentations and workshops to 26 teenage students

• Provided African dance presentation and workshop to 60 elementary school students

• Provided “Creative Dance and Movement Possibilities” festival workshop to 30 teenage students at the University of Regina

• Hip hop workshop for 47 first and second year dance education students Rhythmics and Dance course 

• Dance workshop to recent immigrants as part of collaboration between New Dance Horizons’ “Pelican Project” and Mackenzie Arts Gallery Dance.

• Taught workshops exploring creative movement, dance technique, and theatre games. Students were also prepared for parent-viewing and recitals.

• Led a hip hop workshop for 23 Pierre Elliot Trudeau Elementary School students, held at the Dance Centre

• Created and delivered a workshop for retired seniors (65 years and older) entitled “Rhythm, Movement, and Creative Expression”.

INSTALLATIONS

• A site-specific performance piece for Nuit Blanche, commissioned by New Dance Horizons and Rouge Gorge performed by Robin Poitras and Chancz Perry installed in the Regina Public Library outdoor atrium

• Fade to Black is collaborative video installation that plays with the notions of the frame and the portrait genre. 

EDUCATION BROADCAST

• LIVE Arts partnered with Globe Theatre and Chancz, to bring improv and theatre games to students across the province through distance education. The program provided teachers and students with tools to creatively explore curriculum through improvisation. The exercises engaged participants in exploring ideas through inquiry-based learning, building positive relationships, and encouraging students to take risks while navigating uncharted territories. This broadcast program was designed for those with little or no training in theatre.

• “Ghanaian Dance and Music” was facilitated by Chancz Perry and Godknows Kumassah. During this program, Chancz discussed how Ghanaian dance and music are used to celebrate birth, puberty rites, marriage, and death. Students learned a traditional, recreational, and social dance Gahu. Chancz taught students movement sequences, while Godknows accompanied with percussive instrumentation. Students felt transported to Ghana as they developed understanding through demonstration, interaction, repetition, and play.

• “Hip Hop Hoop Dance” with Terrance Littletent and Chancz Perry celebrated the similarities between two cultures. Terrance and Chancz spoke of their own journeys as artists and discussed the influence their cultural backgrounds have had on their dance careers. Students developed an understanding of Hoop Dance, Grass Dance, and hip hop through storytelling, demonstrations, and practicing basic steps. Terrance and Chancz modeled how artists work together in the performing arts, and inspired students to create their own collaborative choreographies.

WORKS IN FILM AND TELEVISION

WORKS IN THEATRE

WORKS IN DANCE

WORKS IN COMMERCIALS

WORKS IN VOICE OVERS

HIP HOP HOOP DANCE PRODUCTIONS

Canadian Actor’s Equity Association, Dancer Transition Resource Centre, Dance Saskatchewan, Canadian Dance Alliance of Dance Artists, and Union Des Artistes