Teaching dance

Booting the tutu: teachers and dance in the classroom

Ralph Buck (National Institute for Creative Arts and Industries, University of Auckland) focuses on how we might develop sustainable dance education practice in the primary school classroom. He emphasises the importance of changing perceptions about dance in terms of the associations with femininity, ability, performance, mastery of skill and elitism.

Safe dance practice

These safe dance practice guidelines include how to set up a safe learning environment, what makes a practice or performance venue safe, the importance of cater for physical different bodies and abilities, how movements might impact on the body, and simple injury prevention and management strategies.

Effective dance teaching methods

A checklist of skills, knowledge, considerations and practices that form the basis of good teaching methodology. Some are generic and apply to good teachers of any discipline, while others are specific to dance and artistic instruction.

Dance for Parkinson’s in Australia

For people with Parkinson's disease, high quality dance classes led by trained professional teaching artists are becoming internationally acknowledged and valued as both a creative activity and an evidence-based therapeutic intervention. From my own dancer’s perspective, these classes are a beautiful and satisfying way to authentically share my own experience and passion for the art form in way that also connects to community.

Study dance at university

These universities and colleges offer full-time, specialist, post-secondary dance courses staffed by former artistic directors, choreographers, dancers and lecturers who train some of Australia's best dancers and dance teachers.

‘Dance, young people and change’ summit program

Dance, Young People and Change brought together young people, parents, educators and others from around the world to share and consider the role of dance in young people’s lives. It provided critical evaluation and reflection on approaches to dance learning, teaching and curriculum for young people and offered opportunities to critique the relevance of dance for young people within education and community contexts.

Page 1 of 5 pages  1 2 3 >  Last ›