BASICS of TEACHING DANCE - Part One - 14 Guidelines

By Alexandra King

I was particularly lucky to have grown up in a family of performing artists (actors, comedians and musicians) on both sides of my family for 3 generations. I was also always lucky to have had exceptional dance teachers and friends in dance. And, I had been lucky enough to have had over 16 years of dance classes and performance experience before I was dragged kicking and screaming to teaching dance.. So, becoming an award-winning instructor who taught as a lecturer at a university was not unrealistic, however, in time I began to want to give back. Now, when I am asked to help a fledgling teacher, I happily share what I know. This article is an extension of this and I hope these 14  guidelines for being an instructor, help!

Me teaching in 1985.

1. Vocabulary: Every profession has a vocabulary. Know dance vocabulary and when using it, explain what each word means. I never allow a student to go past a misunderstood word, concept, idea or symbol. Words and concepts are the building blacks of a language and a subject and when students do not understand the words, they become confused, bored or blank and  disinterested. Always clear the definitions as you teach them and expect students to use the proper vocabulary. Imagine a surgeon asking for a tool in surgery who does not know the name of the tool: “Please pass the thingy with the serrated edge – you know that long straight one?”

   Need I say more?

1. Balance theory and ideas with real things. Abstract ideas are difficult for most folks: Imagine learning about a car engine without the engine in front of you. Imagine being told how to turn but you have never seen someone turn. Imagine someone explaining stage make-up to you but you never get to see what it looks like. Show – don’t tell.

1. Listen more then you talk. Encourage students to ask questions and when they do, repeat the question to the class so everyone benefits from the information. Answer questions succinctly and precisely. Then ask if they understood your answer. Don’t belabor the issue once the answer is understood. This all means listening first, last and always.

Me and fellow teachers performing 2020.

 4. When introducing a movement, use this 4-step method:

a.     Demonstrate it first. Students need to see the step or movement first so it goes into their computer (mind) and they can refer to it in their memory.

b.     Secondly, break it down. The newer the student, the slower and more detailed the break- down must be. Take time to do this!

c.      Last and always- Drill the heck out of it! Drill-Drill- Drill!

1. Gradients: Apply the use of proper gradients when teaching: That is to say, every student has different talents and challenges. A skilled dancer will die of boredom in an introductory class. Conversely a raw beginner will drop-out if they are faced with too much challenge. Applying the proper gradient to each student individually makes for successful  training. Some learn quickly, some learn slowly – teach and train the student in front of you. Suggest private lessons for those that struggle a lot as well as for those who are exceptional. Have high expectations and realistic demands.

   
   

   

   Me teaching a workshop in 2010.

   6. Have patience. Be willing to repeat things and drill a class or student until they get it. I used to get frustrated when students asked about something I just explained. Not everyone is listening at the same time. Having to repeat something gives it that much more chance to be heard and integrated. Patience is a teachers best virtue!

   
   

   7.Never lose your temper or use disparaging remarks when teaching. People do not learn in an atmosphere of hostility. Losing one’s temper is unprofessional and inappropriate.

 8. Expel disruptive students sooner than later.. They can and will ruin your class harmony. Disruptive behavior can be:

a.     Interrupting and using class time and space to show off.

b.     Talking, texting or making phone calls in a class setting.

c.      Verbal attacks on other students or the instructor.

d.     Chronic lateness.

1. It is up to the instructor to figure out what a student is doing wrong, why and help them fix the issue. So, be willing to criticize a student, but do so in a manner that she can accept, understand and therefore improve from. Note: There are students who are offended by critiques: Explain to them that this is your job- to point out what a student is doing right or wrong and help them improve. Note this in the students that baulk at coaching and for every negative give them a positive critique – it soothes their insecurity

   
   

 10. Smile, compliment and set a tone of cheerfulness and safety in the class and in rehearsals.

11. Start on time, end on time and expect others to do the same.

12. Never badmouth another teacher or dancer. It is unprofessional and teaches others to do the same.

1. Dance is a performing art. While there are sub-genres of dance training such as dance therapy and dance fitness, most folks want to learn dance in order to perform. This means some part of the training they receive must include theater arts:

   a. Stage Make-up vs. non-make-up.

   b. Costuming: It should be proper for the dancer, the style and the show.

   c.  Stage manners: Not sticking your butt out to the audience, wearing a cover-up when in public; not wearing glasses on stage, not losing character while performing.

   d.  Programming: The organization of dances in a show.

   e.  Performing Protocol such as Call time, the show must go on and how to bow and receive audience attention and admiration.

   

   14.Keep that original joy and enthusiasm you felt for dance alive and well in your heart and mind and remember this is what your students are feeling and when you share this is feeds their joy and enthusiasm!