From Rubicon Dance's boys’ group to a dance degree

Jonathan Kendrick, from Merthyr Tydfil, first joined Rubicon at just 11 years old. Invited by Sian Rowlands to audition, he became part of the flagship boys’ group led by Sian and Kimberly Steele. That invitation marked the beginning of a journey through Rubicon’s youth provision and BTEC course to higher education.

Today, Jonathan is in his second year studying a BA dance degree at Bath Spa University. Looking back, Jonathan remembers performance opportunities that challenged him and made a lasting impression. With the boys’ group, he performed at St David’s Hall, Cardiff for a charity event, with a large group of children seated onstage behind the dancers - an unforgettable experience of having an audience both in front and behind him. Another vivid memory comes from his first youth performance, when the music accidentally changed halfway through the dance. The group had to adapt in the moment and continue performing to a different piece of music.

On the BTEC course, his first-year Peaky Blinders dance became a particular highlight. Performing for a live audience at the Riverfront studio theatre, Newport, brought a new dimension to his characterisation, helping him connect with the role in a way that rehearsing in front of a mirror had not. Yet one of Jonathan’s most valued memories is a quieter moment in the studio: sharing his 2nd year solo for the first time with course tutors and invited guests and receiving feedback that helped him develop it further. His recollection reflects the importance of having a supportive space to share work, listen and improve.

Throughout his time at Rubicon, Jonathan stood out for his politeness, dedication and professional approach. Those qualities accompanied a growing willingness to explore unfamiliar ways of moving and creating. Asked what the BTEC course taught him that has helped with his dance degree, his answer is clear: “One of the main things I got from the course is to always be open-minded to everything.” He describes approaching new styles and choreographers with a willingness to learn, taking something valuable from each experience and finding ways to use it in his own practice.

Jonathan’s story shows how sustained involvement in dance can support a young person’s development, from an initial invitation to join a group, through opportunities to perform and create, to the next stage of their education. The experiences he remembers most reveal what has stayed with him: adaptability, openness to feedback and the curiosity to keep developing as a dance artist.