Sally Shanassy is the Head of Performing Arts at Kolbe Catholic College with a BA (Hons), Post Graduate Certificate in Education, ISTD Tap Associate, Acrobatic Arts qualifications, and Rhythmworks certification. She also holds a Certificate IV in Training and Assessment, Certificate IV in Dance Teaching and Management.
Sally assisted through consultation to Ausdance WA’s Whole of Life Engagement with Dance Discussion Paper (2025) and was a guest panellist at our Discussion Forum with ECU last November. We were so inspired by Sally’s career trajectory and the incredible work she is doing that we knew we wanted to share a little more with our Ausdance WA community. Please enjoy our interview with Sally…
What made you want to become a dance educator, and what pathway did you take to get there?
Sally Shanassy is the Head of Performing Arts at Kolbe Catholic College
My passion for dance education stems from a lifelong journey that began in my early years in England, where I was profoundly inspired by two exceptional teachers, Mrs Judith Hockaday and Mrs Denise Yates.
From a very young age, I danced regularly and was captivated by these two beautiful ladies who not only taught me but also instilled core values—kindness, determination to always do my best, and humility. As respected figures in our local community, Mrs Hockaday and Mrs Yates ignited a true passion for dance within me. They provided incredible opportunities, from professional work to meaningful community involvement. Their guidance shaped my approach to dance as more than just a skill, it became a way of life.
“I was profoundly inspired by two exceptional teachers…Their guidance shaped my approach to dance as more than just a skill, it became a way of life.”
While at university, I sought new horizons and applied for a summer position at an amazing camp in America. I was thrilled to secure a spot at Forest Lake Camp, nestled in the heart of the Adirondack Mountains. Surrounded by breathtaking natural beauty, I discovered my deep love for teaching dance. This experience was transformative; upon returning home, I knew exactly what path to take. I completed my degree and pursued a postgraduate certificate in education, setting the foundation for my career.
I returned to Forest Lake Camp for seven incredible seasons, where I met friends I’ll cherish for life and continued teaching dance while learning from our vibrant campers from all corners of the world. They shared their amazing social dances, enriching my understanding of global rhythms and styles. This repeated immersion highlighted the profound, unbreakable connection between dance, culture, and community, a realisation that continues to drive my work as a dance educator today.
The Performing Arts program at Kolbe is renowned for its meaningful partnerships and community connections. Could you tell us about some of these collaborations?
The Performing Arts program at Kolbe is grounded in the belief that the arts should build transferable life skills and a genuine love of serving others, not just personal success. Our collaborations have grown from this humble vision of using dance, drama and music to connect generations and communities.
“These projects have been transformative; our students discover that performing arts is as much about listening, patience and respect as it is about technique.”
Over a decade ago, we began by partnering with a local daycare centre, creating simple performance and dance experiences for three-to-four year olds. That relationship has continued so strongly that we now have Kolbe students returning as leaders in our dance program to the very daycare where they once stood as four-year-olds discovering the joy of movement. Watching them step back into that space—this time as choreographers, role models and mentors—beautifully demonstrates how the arts can nurture confidence, communication and empathy over many years.
Our connection with Lucretia Ramsay and her school deepened this philosophy. From our first meeting, it was clear we shared the same conviction: that every young person deserves a rich, high-quality arts experience, regardless of circumstance or ability. Together we have designed workshops and performance projects where Kolbe students alongside their friends from other schools learn to adapt choreography, collaborate with diverse learners and value the creativity of students who communicate and move in different ways. These projects have been transformative; our students discover that performing arts is as much about listening, patience and respect as it is about technique.
“…Every young person deserves a rich, high-quality arts experience, regardless of circumstance or ability.”
In 2018, we began our most recent collaboration with a local aged care facility, which has become a highlight of our program. Kolbe students regularly visit to teach dance and movement sessions with residents, many of whom live with mobility or memory challenges. The students learn to slow down, make eye contact, and value the stories and experiences of another generation, seeing our elders as treasures rather than strangers. In return, residents light up with music from their own youth, sharing memories that turn each visit into a living history lesson.
Across all of these partnerships, daycare, special needs education and aged care—our goal is the same: to use performing arts as a vehicle for connection, compassion and lifelong skills. We want our students to leave Kolbe knowing that their talent is not only for the stage, but for lighting a flame in the lives of others.
How did these partnerships come about? And what advice would you give to other educators who would like to do something similar?
Our partnerships at Kolbe began with simple, proactive steps into the local community—getting out there, meeting people face-to-face, and stepping beyond our comfort zones. Our aged care partnership launched in 2018 after a cold call to the activities coordinator, and was made feasible by earning my bus licence to transport students independently for seated dance classes with the residents.
For other educators, my advice is to start local, prioritise logistics like bus licences, and embrace rejection as the path to connection.
What kind of benefits have you noticed for students and staff since the introduction of these projects? What has the feedback been like from everyone involved?
Kolbe students gain profound transferable skills, empathy from adapting dance for special needs peers, confidence from leading daycare sessions, and intergenerational respect from aged care visits. Shy performers blossom into empathetic leaders. Parents report improved social skills and increased confidence, with many noting stronger community awareness.
“Kolbe students gain profound transferable skills, empathy from adapting dance for special needs peers, confidence from leading daycare sessions, and intergenerational respect from aged care visits.”
Teachers develop versatility in inclusive pedagogy and leadership through student-mentoring logistics. I’ve grown as an educator by co-designing with Lucretia Ramsay, while colleagues value the real-world context that refreshes their practice.
Daycare staff appreciate the unique joy students bring to young children. Lucretia values how Kolbe students see her kids as artists regardless of ability. Aged care coordinators note nonverbal residents lighting up with memories. Residents feel reconnected to their youth and love to have our students and their youth and energy in the building.
Is there anything else you’d like to add or that you think would be good to share with other teachers and artists?
None of these transformative experiences would be possible without the trust and collaboration of our daycare centre Rockingham Early Learning and Childcare Centre, Lucretia Ramsay and our aged care facility Bert England Lodge. Their openness welcomed Kolbe students into their worlds, giving them irreplaceable lessons in empathy, adaptability, and joy.
