Teaching Notes
Written by: Steve Rose
The purpose of these notes is to suggest concepts about teaching dance and topics that might be included in any class. The purpose is not to instruct about how to teach dance nor to define what teachers should do when they teach. These are only things you might want to think about.
Theory
- Teach movements (experiential) versus steps (definitional). Essential dancing is experiential and devoid of definitions. While definitions might be useful as either a teaching or learning method, eventually students should leave definitions behind and just dance. Learning definitions might inhibit this transcendence.
- Teach creativity (expansive) versus correctness (restrictive).
- There are only a few generic forms of couple dance, and different styles of dance usually coincide with one of these forms. These forms are travelling dances, stationary dances and set dances. By comparing and contrasting these general dance forms students begin to realize the broader picture of couple dancing and they can apply dance knowledge from other dances to whichever dance they are currently doing.
Begin with...
Begin each class with a few formalities. This draws the student's attention to the present moment and allows late comers a few additional minutes to join the class. It also provides a framework for the class.
- Introduce yourself
- Provide some background information on the dance
- Demonstrate what you intend to teach
Teaching Concepts
- Explain to the class the purpose of your teaching method, so they will understand where you are taking them.
- Classes may have students of various levels of ability. It is important to provide something for all students to gain from their attendance. Classes will always have beginners attending. Begin with fundamental steps and progress to a level that gives the more experienced dancers something to work on.
- Teach general dance techniques:
- Leading
- Following
- Frame
- Axis
- Rhythm
- Choreographic ideas
- Every art form has terminology that is useful for discussing it. Define and use dance terminology:
- LOD/RLOD (line of direction, reverse line of direction)
- Inside/outside foot
- Measures, counts
- Students learn movement by moving, not from hearing descriptions. If you describe three, four, or more, concepts and then ask them to do them, they won't have a clear idea of what to do and they'll do nothing. Teach one concept at a time. Describe it, offer a specific exercise/drill to practice, put the music on and say "Go". If you think it's necessary to mention two (at most) concepts about the dance, reiterate what you want the students to do before putting the music on. (If you can't remember specifically what the class should do, how can you expect the class to do so?)
- Discuss similarities and differences with other dances.
- Any given dance may have some specific problem involved in learning it, such as; remembering the step, dancing slowly, dancing close together, changes in rhythm, leading or following, choreography. Try to address any problems specifically.
- Teaching is normally directed more toward leaders, naturally. However, also try to include some specific dance skills that would be useful to followers.
- Explain dance etiquette as necessary.
End With...
- Ask about first-timers, names and where they're from
- Announce the topic and teacher for the next Sunday
- Explain and request volunteer efforts
- Announce any timely topics such as; organizational activities, other workshops, pending events.
Feedback
I would very much like to receive comments and hear discussion about the ideas presented above. Perhaps I can expand or clarify some of the ideas.