Teaching dance

A overview of Ausdance National's key areas of publication: dance research, dance artists' voices, factsheets for Safe Dance and professional business practice.

What better way to wrap up our year in dance than to recall some of the big 2014 moments in dance.

This year dance gave us much celebrating—what a wonderful way to spend a year! We honoured the discipline and dedication of our professional dance artists. We danced to make us happier and healthier. We saw dance used for rehabilitation. We made dance that celebrated all bodies. We watched dance that challenged our ideas about what dance should be. We were excited by new choreographic talent. We were inspired by the latest Australian dance thinking on show at the 2014 World Dance Alliance Global Summit. We celebrated big birthdays and said goodbye to old friends.

Sam Small from Aon explains why Public Liability insurance is a must have for dance teachers and studios

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.

Australian arts and health organisations, publications, conferences, research and workshops (2014).

More than 25 Australian’s will travel to the 2014 World Dance Alliance Global Summit to talk, perform and share the latest in dance thinking and practice-led research. You’ll find some terrific tools and ideas that might change the way you approach your own creative or teaching practice, or inspire you to try something new.

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.

Dean Watson from the Australian Chamber Orchestra talks about the ACO's inaugural movement and sound workshop for secondary students with disability.

A Tribute to Robert Osmotherly’s inspired intellect and vision for dance and dance education in Australia.

Some helpful advice for making good choices about dance experiences for your children.

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.

Some general advice for studio teachers and/or managers about meeting OH&S requirements for maintaining a safe dance environment and for caring for the participants in a dance class.

Traditionally, teaching and training concentrate on technique, alignment, flexibility and aesthetics. With advances in sports medicine and dance science research, there are easy-to-apply techniques to evaluate strengths and weaknesses.

Dance historian and scholar, Garry Lester continues his discussion of Margaret Barr's achievements at Dartington Hall in Devon during the 1930s.

This is a working paper in process. It is concerned with the changing status of disciplinary knowledges, in dance and performance, in Australian universities. Although I have been working as an academic within the fields of dance and performance studies for some twenty years, it is only relatively recently that I have begun to reflect critically upon the disciplinary identity of dance studies and dance research, and with some more concrete sense of how these endeavours might be engaged differently.

This information is intended as a guide for teachers or arts workers in an educational context who are presenting a dance or theatre production for the first time.

The NAAE affirms that learning in and through the arts is crucial in any learning environment designed to develop a culture of innovation.

Early childhood professional have long recognised that the arts offer very young children significant ways of knowing about themselves, others and the world.

Boundary crossing is the first step towards transdisciplinarity. In this paper, Alison discusses the act of academic boundary crossing, of ‘dancing’ across or between the disciplines. She explores the potential role of dance within the relatively new and evolving research paradigm of transdisciplinarity (TD).

What a dance teacher should know about copyright and some basic information about licenses specifically tailored for people teaching dance and for groups performing dance to music.