Effective dance teaching methods

Use effective and safe teaching methods

Consider:

• the type of class (community, social, school, studio, professional etc)
• participants' age, stage and needs
• the dance style/genre
• class size and venue.

Lesson planning

Consider:

• the aim of class or teaching program
• pre-testing for prior knowledge/understanding
• skill levels and age
• logical, suitable and safe progression beginning with warm-up and stretching
• students’ emotional, physical and intellectual development and/or limitations
• a graduated workload, i.e. frequency, intensity, duration and type of dance.

Create a positive learning/teaching environment

Make sure that the:

• teaching is supportive, encouraging and non-threatening
• goals are clearly stated
• students respect the rights of others to be taught and to learn
• students are given equal opportunities to learn and develop their dance skills
• teachers encourage students to accept reasonable challenges and to take risks with teacher support
• students support each other in challenging or risk-taking activity
• cultural, gender and age differences and different physical and learning abilities are reflected in fair and inclusive teaching/learning practices.

Demonstrate positive communication skills

• Discuss your goals and expectations of a class, program or course.
• Give clear instructions, explanations and demonstrations in verbal, non-verbal, audiovisual and written forms.
• Create a safe, friendly and positive atmosphere.
• Adapt your language to suit the age and experience of students
• Give regular verbal feedback that respects students and helps them develop as independent learners.
• Help students to reflect, evaluate and share knowledge.

Be a positive role model

• Show your love for dance with energy and enthusiasm.
• Set clear goals and expectations.
• Use language that shows respect for students and staff.
• Teach safe dance principles; non-judgmental attitudes; positive body image; punctuality, planning and preparation.

Pedagogy—develop and use dance teaching practices

Level 1

• Respect students’ personal space.
• Encourage a healthy awareness and understanding of the physical nature of dance.
• Use verbal explanations and show correct stance/movement.
• Before any physical contact, tell the student why and how contact is needed.
• Show different approaches to a task, movement or problem solving exercise.
• Allow exploratory learning by encouraging students to talk about ideas and processes.
• Use positive approaches that give students information, confidence, encouragement and a willingness and desire to practice and improve their dance skills.
• Be sensitive to social, economic and cultural contexts, expectations, language and themes.

Level 2

• Recognise and be sensitive to the external lives/pressures that students (particularly adolescents) are experiencing.
• Monitor issues that relate to dance training and talk with a student about concerning symptoms.
• If needed, discuss issues with colleagues, parents and carers, while being sensitive to a student’s right to privacy.
• Be aware and adhere to teacher responsibility to Mandatory Reporting regulations (check your state legislation).
• Refer students and parents/carers to other dance and health professionals with sensitivity.
• Use terminology and explanations which are understood by students.
• Include assessment as an informal or formal gauge of progress.
• Place dance as an art form in its historical, social and cultural contexts according to the style taught, and the training level.
• Help students learn to relate dance practice and theory.
• Give students learning opportunities which develop and recognise different learning styles.
• Use various teaching resources and modes of learning.

Self-development and career development

Level 1

• Invite and welcome honest feedback from parents, students and colleagues.
• Make time to talk with students, course leaders, school or institution leaders and parents or carers about issues affecting individual students, classes or groups.
• Find opportunities for learning and development.
• Find opportunities for learning and certification as a dance educator.
• Learn about lifelong learning practices.

Professional development

Maintain knowledge and expertise in your chosen genre and style of dance; develop a broad knowledge of dance; enrich your qualifications.

Level 1

• Attend performances and read dance-related material.
• Develop your awareness and knowledge of different stage crafts.
• Enroll in teaching, stage craft, health, fitness and business management courses.
• Encourage employed staff to do professional development.

Level 2

• Make sure your professional knowledge is current and qualifications are upgraded through a teaching or syllabus organisation.
• Attend professional development workshops or short courses.
• Maintain or subscribe to a professional journal or library.

Encourage self-expression and creativity

Level 1

• Include regular times for students to use imagination, expressive skills and creativity.
• Teach students the elements of composition using the relevant style or genre.
• Use different creative stimuli and models of self expression.
• Use a developmental approach (creative scaffolding) to build creative skills along with technique development.
• Include time to develop performance skills.
• Give students access to other teachers or artists (workshops, summer schools and special events) to stimulate creativity through new ways of thinking about dance.
• Recognise the subjective nature of creativity.

Level 2

• Help students develop independence, problem-solving and decision-making skills.
• Recognise individual learning styles and offer choices so each student has practice with problem solving and decision-making.
• Make sure that programs/curriculum let students choose class tasks, projects or electives that allow creative growth.
• Use technical training as a tool for expressive development and creative growth.
• Give students tools to assess their expressive and creative development.
• Give students opportunities and support their interest in dance experiences beyond their educational setting
• Encourage use, review and criticism of dance-related material
• Facilitate or encourage attendance at rehearsals, performances, exhibitions and performances in dance and other art forms
• Support students to audition for events or performances or take part in activities/workshops where they can work with other teachers, choreographers or directors to enhance their
• Understanding of creative processes, performance and professional expectations.

Use assessment and reporting procedures

Note: There are teaching situations such as community and recreational dance instruction which do not require or expect formal assessment and reporting.

Assess the work of students against criteria

Level 1

• Give students regular verbal or written feedback that includes praise and identifies areas for improvement.
• Let students discuss and receive feedback about work in development (technique, creative work and theory).
• Give progress reports to parents and students.
• Before assessment, make sure students understand the assessment measures.
• Use external standards or assessors to moderate your assessment process.
• Deal privately with sensitive assessment and achievement issues.

Give parents and students an accurate assessment of dance potential

Level 2

• Give regular verbal and written descriptive assessment (which includes marks or grades), and some independent assessment.
• Give honest opinions about a dancer’s potential or readiness to pass an exam or succeed in an audition.
• Use criterion-based assessment which can be complemented by subjective opinions, references and statements.

Provide vocational support for training and careers

Level 2

• Encourage students to complete their school education and to develop interests both within and outside dance.
• Give students resources, structures, educational counselling that helps them complete Year 12 and receive university admission ranking.
• Encourage students to gain experience in dance and theatre related work.
• Give students access to professional career counselling.
• Give students work, career and transition planning tools.