Teaching dance

The Australian guidelines for teaching dance outlines codes of ethical and professional behaviour and emphasises the importance of safe dance practice and teaching methodology.

We designed it to help dance teachers and students by providing minimum standards, and by suggesting ways teachers can maintain or upgrade their teaching skills. Parents can use the Guidelines  to help choose a dancing school or group for their children.

This publication of 16 papers with authors from 9 countries provides a snapshot representation of themes from the joint dance congress broadly embracing dance, gathering, generations, learning. The papers range from the beginnings of dance in the early years through the different stages of school and to further education – and beyond through the lifespan to the joys and challenges of dancing in later years with lived experiences that bring changing bodies, new insights and wisdom.

This document provides guidelines for practising dance safely whilst meeting the required health and safety guidelines in a new post-Covid environment. It applies to all members of the dance community: dancers, teachers, studio owners, companies and organisations.

The guidelines directly reference the Framework for Rebooting Sport in a COVID-19 Environment developed by the Australian Institute of Sport. The Ausdance guidelines have received the endorsement of Dr David Hughes, Chief Medical Officer, Australian Institute of Sport Medical Director, Australian Olympic Team, Tokyo 2020.

Dance Education Conference Papers by the Australian Association for Dance Education. These papers are an edited version of the talks and discussion of the Dance Education Conference held in Melbourne in August 1977.

Published every two months, and themed around an event or popular dance topic, our email newsletter reflects on professional dance practice and shares ways for you to get involved.

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.

Teaching methods and professional development for dance teachers.

A collection of arts papers attempting to define what is meant by ‘literacy’ in each art form.

This book presents a small but insightful collection of teacher's work samples across a variety of art forms.

This report uses the experience of arts teachers to show how the key competencies may have a generic function across the five arts areas.