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"A textbook for teachers including: foundation concepts defined: 10 abilities that form the basis for developing a good technique; 8 technical skills and examples of steps to use as teaching tools; logical progressions of steps by difficulty level, explained, defined, and used as examples; creation and application of a layered teaching plan to customize or to use to create your own teaching syllabus"--Page 4 of cover.
Issues of race, class, gender and religion permeate the study of contemporary dance, resulting in cultural clashes in classrooms and studios. The first of its kind, this book provides dance educators with tools to refocus teaching methods to celebrate the pluralism of the United States. The contributors discuss how to diversify ballet technique classes and dance history courses in higher education, choreographing dance about socially charged contemporary issues, and incorporating Native American dances into the curriculum, among other topics. The application of relevant pedagogy in the dance classroom enables instructors to teach methods that reflect students' culture and affirm their experiences.
Issues of race, class, gender and religion permeate the study of contemporary dance, resulting in cultural clashes in classrooms and studios. The first of its kind, this book provides dance educators with tools to refocus teaching methods to celebrate the pluralism of the United States. The contributors discuss how to diversify ballet technique classes and dance history courses in higher education, choreographing dance about socially charged contemporary issues, and incorporating Native American dances into the curriculum, among other topics. The application of relevant pedagogy in the dance classroom enables instructors to teach methods that reflect students' culture and affirm their experiences.
How do teachers create a classroom environment that promotes collaborative and inquiry-based approaches to learning ballet? How do teachers impart the stylistic qualities of ballet while also supporting each dancer’s artistic instincts and development of a personal style? How does ballet technique education develop the versatility and creativity needed in the contemporary dance environment? Creative Ballet Teaching draws on the fields of Laban/Bartenieff Movement Analysis (L/BMA), dance pedagogy, and somatic education to explore these questions. Sample lesson plans, class exercises, movement explorations, and journal writing activities specifically designed for teachers bring these ideas into the studio and classroom. A complementary online manual, Creative Ballet Learning, provides students with tools for technical and artistic development, self-assessment, and reflection. Offering a practical, exciting approach, Creative Ballet Teaching is a must-read for those teaching and learning ballet.
Brenda McCutchen provides an integrated approach to dance education, using four cornerstones: dancing and performing, creating and composing, historical and cultural inquiry and analysing and critiquing. She also illustrates the main developmental aspects of dance.
This pivot offers an innovative approach to dance education, bringing a creative and inclusive dance education pedagogy into Chinese dance classrooms. Associate Professor Ralph Buck’s experiences of teaching dance at the Beijing Dance Academy and the possible implications for dance education in China lie at the heart of this text. Through a critical examination of personal teaching practice, pedagogical issues, trends and rationales for dance education in the curriculum are highlighted. Informed by constructivist ideals that recognise dialogue and interaction, this pivot suggests that dance can be re-positioned and valued within educational contexts when pedagogical strategies and objectives are framed in terms of teaching and learning in, about and through dance education.
Dance Pedagogy is a comprehensive resource designed for dance students and teaching artists to develop skills and strategies in the multifaceted practice of teaching dance. This invaluable resource features essential components and considerations necessary for the dance teacher in any setting, including the private and community sector, university setting, and professional venues. Five distinct units provide insight into the paradigm, learning process, class environment factors, planning, and delivery of the dance class in a broad context through the use of examples within the dance forms of ballet, jazz, modern, tap, and hip-hop. Readers intently explore cognitive and motor learning, strategies for developing curricula and lesson plans, and methods of delivering material to students. Basic principles of anatomy, understanding student behavior and participation, the importance of diversity, equity, inclusion and accessibility (IDEA), music concepts for the dancer, injury prevention, and classroom management are included to provide a well-rounded approach to the many challenges faced in the classroom. Dance Pedagogy provides the most holistic approach available in the art of teaching dance and is a core textbook for academic courses related to Dance Teaching Methods as well as an invaluable handbook for practicing dance teachers.
The first of its kind, this volume presents research-based fictionalized case studies from experts in the field of dance education, examining theory and practice developed from real-world scenarios that call for ethical decision-making. Dilemmas faced by dance educators in the studio, on stage, in recreation centers and correctional facilities, and on social media are explored, accompanied by activities for humanizing dance pedagogy. These challenges converge from educational policies and mandates developed over the past two decades, including teacher-proof "scripted" curriculum, high-stakes testing, standardization, and methods-centered teacher preparation; difficulties are often perpetuated by those who want to make change happen but do not know how.
"Every commercial ballet teacher should have a copy. . . . offers solid self-evaluation to every teacher--it separates 'the mice and the Nutcracker'!"--Richard J. Sias, dancer, choreographer, and associate professor of ballet, Florida State University "The contribution to the dance world is immense. . . . should be read by all teachers of dance as well as students in preparatory schools and colleges. . . . Mr. White challenges us to reexamine what we have accepted as excellence in the past and to push beyond that to find what is possible."--Patricia Walker, founder and director, Children's Ballet Theatre of New Hampshire "A service of great importance for any artist wishing to pursue a career in dance. . . . applicable to both experienced and inexperienced dancers and teachers. It gives guidelines to the art of teaching ballet where none existed before."--Charles Flachs, principal dancer, Nashville Ballet From his experience of 40 years in ballet as a student, performer, ballet master, and dedicated teacher, John White offers this work of inspiration and step-by-step instruction on the art and craft of teaching classical dance. Stressing excellence in both the creative and the practical aspects of teaching, White discusses what it means to be a "master teacher"--someone with both a deep love for dance and an appreciation for the grandeur of the human spirit. Good art is usually uncomplicated, he says. Illustrating with 97 photographs, he presents a method of study that includes such aspects of teaching as constructive warm-up exercises, when to begin pointe shoes, the beneficial aspects of pain, and appropriate music for the classroom, as well as elements of the basic lesson. He discusses how to recognize talent and to refine and develop it. He offers guidelines for establishing and organizing a well-run studio. And he presents his personal insights into the art of classical ballet pedagogy--shaped in particular by his study with ballet masters from the Kirov and Bolshoi ballet companies and by concepts from the famous Vaganova Choreographic School in St. Petersburg. The book also confronts the controversial issue of the widespread mediocrity that is notorious in dance schools. Poor training often brings about the loss of talented students and the premature forced retirement of professional artists from unnecessary injuries. By contrast, White says, good teaching can be an exhilarating challenge and a profound joy. John White is codirector of the Pennsylvania Academy of Ballet, located in a Philadelphia suburb, which he opened with his wife in 1974. He has been a soloist and the ballet master of the Ballet Nacional de Cuba and the head instructor and interim ballet master of the Pennsylvania Ballet Company. Since 1980 he has conducted seminars for dance teacers, training more than 400 teachers during this time. In addition, he was a contributing editor and writer for Ballet Dancer Magazine.
