In my community, children experience neglect, abuse, household violence, gang violence, and substance abuse. A staggering 93 per cent of my pupils at Curie Metropolitan High School in Chicago are from low-income families. Last year, five Chicago communities accounted for a third of the homicides and my community was one of those. My students live in a world marked by profound diversities and violence.

It’s because of all of this that I know my job is so important. Deprived pupils need the opportunity and space to express their thoughts, ideas and visions: they need to be able to reflect and content with culture, their own identity and history. Arts education gives them the space for all of this. Creating art engages both the body and the mind, and can provide huge hope to pupils who need it the most.

I teach dance, and it’s the kids who are my favourite part of teaching. Diverse in their beliefs, languages, religion, ethnicities, genders, and financial resources, my students share in the violent community that surrounds them. To watch them grow in confidence, gain in optimism, and expand their horizons is truly a joy. 

They learn that through dance they can celebrate culture while promoting their own identity and that of others. Together they work hard and find success. An arts curriculum broadens opportunities that can bridge gaps inherent in our systems. Creative thought connects to hope, tolerance, understanding and ultimately endless possibilities.

My day, much like millions of others across the world, starts at 6.30am, when I prepare for my 7.25am class. Students begin with warm-ups and then choreography. The class is for the Advanced Touring Company where students are given opportunities to perform all around the world.

Next, I teach ballet, jazz, musical theatre and modern to the newest students in the school, the level ones.

While I sit in meetings and catch up with paperwork in my first break, my students are busy rehearsing in the studio.

Then I have a double period with intermediate students who perform throughout the country in parades, active citizenship flash mobs, dance concerts and other events. In the autumn, students create an original musical.

During lunch, I work with students on movement, quiet meditation, or independent tutoring.

At 2pm, I bike downtown to the Chicago Public High School Advanced Arts Program. By 2.45, classes begin. As operating dance director, I work with master teachers, students, principals and theatres. Students learn ballet, jazz, contemporary, hip-hop and musical theatre, receiving opportunities to perform and attend performances. The school day finishes at 5pm. 

My day continues at Lou Conte Dance Studios where I teach ballet and jazz from 7.30pm to 9pm from Monday to Thursday and Saturdays. Weekends are spent in student rehearsals, at fundraisers, watching performances, professional shows, conducting college tours, auditions and awarding grades and grants.

Education in the US varies depending upon economic status. Equality is a constant struggle. We need to reimagine education in ways that embrace equality, imagination, and tolerance while being active members of our global society. Teaching is about seeing something special in each child and knowing how to bring it out while letting them see it for themselves. Inspired children will be able to face what comes their way and achieve things that we can’t yet imagine.

Melinda Wilson is a dance teacher at Curie Metropolitan High School, Chicago.

Do you want to tell the world’s teachers about your working day, the unique circumstances in which you teach or the brilliance of your class? If so, email kate.parker@tesglobal.com. We will give your school £100 if your story is published.