Teaching Tips
Teaching Tip: Reversing Combinations
When I was a child, my dance teacher did something wonderful–she had us reverse combinations. Most of the time she would do this with small jumps, and it really made us think quickly. At first it was very hard, but after a while, I began to understand how to break things down into pieces and do them in reverse.
This helped prepare me for complex combinations later in my career. I was always able to pick things up fairly quickly, and I truly think that this is one of the reasons why.
One caveat–don’t do this with beginning students. They have enough work to do in terms of doing things properly. Reversing combinations is something best left for intermediate and advanced classes.
Teaching Tip: Little Dancers
I had been teaching already for about ten years when I realized something very important…let me go back and tell you how it all came about…
I was 29 years old and was getting ready to start my latest ballet class for 3 and 4 year olds. We were all sitting on the ground in a circle, learning names. A little uncomfortable, I uncrossed my legs and crossed them the other way.
Every single little girl there did the exact same thing.
That’s when it hit me–the power of modeling behavior with kids that age is tremendous. They mimic what you do. I had been trying hard to come up with explanations in bite-sized words that I thought the children would understand.
Turns out all I had to do–was do it.
Now this isn’t to say that you should not teach verbally. You should. But never underestimate the power of what you are doing. This includes simple things such as standing up straight and walking lightly.
Remember…those little eyes are taking it all in…
Teaching Tip: Bringing In Guest Instructors
If you are a dance teacher working at a high school or college, you may want to consider bringing in a guest instructor for your class. Guest teachers can help bring some depth to your course and keep students interested. In addition, they can give you a bit of a break…
If you are going to do this type of thing, be sure you have some bases covered. Check with the administration and see what requirements they have, and make sure that you cover the following with your guest teacher prior to class:
- When they should arrive and what they will need. You can also let them know what you are able to provide for them in terms of music, space and props.
- The level of your students and what they have studied thus far.
- Any rules you have for your class.
- Any objectives you have for student learning.
Be sure to get contact information for the instructor, such as a cell phone they can be reached at and an e-mail so that you can remind them about the class a day or two before hand. (It is also nice to send a link to directions if you can, along with your cell phone and the school’s telephone number in case they get lost or can’t get inside.)
Anyone have any tips to add?
2Teaching Tip: How To Pace Your Dance Class
Teaching dance truly is an art form in and of itself. Besides obvious things such as creating combinations and dealing with any disciplinary issues that arise, you will also need to learn how to pace a class properly.
For example, you’ll to learn how to run the class so that you’re communicating information to the students, but you also want to be sure their muscles don’t get cold while you are talking. There is a fine line between giving corrections and explaining steps and talking too much.
Another pacing issue has to do with how much time you spend on a combination. You will want to do it enough so that the students feel like they are getting it down to the finer points, but not so many times that they are bored with it.
There is no magic number for these things–the point is, you need to be aware of them. Simply thinking about how you are pacing the class will go a long way toward avoiding these problems. Watch your students. Are they shifting around and looking “antsy”? If so, you may be losing them. Or their muscles may be losing warmth.
One great way to get a feel for how to perfect this skill is to watch teachers who have been around for a while. They tend to pace things quite naturally. They have learned over time how to structure the class in the most effective way and how to get information across effieciently.
The good news is that once you begin to get a handle on this issue, you will need to think about it less and less over time.
Teaching Tips From Stacey Pepper Schwartz
1. What are some things that teachers can do to improve their instruction in the dance classroom?
My advice would be watch others teach when you get a chance. I love to watch others, I gain so much insight into who I am as a teacher and what skills I draw upon. It doesn’t even have to be dance teachers you observe. We all have our strengthens and weaknesses and by watching others you gain new perspectives, new tools and learn new approaches. It also can help clarify your own teaching philosophy.
2. Developmentally, what are some of the major concerns a dance teacher should be aware of when teaching young children?
Be aware that all children develop differently and even though there are definite physical milestones some children will reach them ahead or behind others.
I watch for social and emotional cues a lot. Eye contact is huge with me. If a child is having a hard time making eye contact with you and his or her peers, there could be an underlying issue.
Also, in order for movement integration, children need to be able to cross the midline of their bodies. What this means is having one side of the body cross over to the other side, like taking your right hand and crossing the center of your body to touch your left knee. I was teaching a group of first graders and we were performing a mixing gesture on the floor. I noticed one of the children was turning around in a circle instead of reaching across his body. At first I thought he was embellishing the movement so I gave the class clear directions about how we were mixing. I changed the levels and the speed and it became quite clear to me this was very challenging for him.
We all have one side that is stronger than the other. It is important, however, to observe if any of your students have a noticeable disparity between the right and left.
Eye hand coordination is essential in the development of fine motor skills. Notice if a child is having a hard time with catching scarves, tracing shapes in the air or giving you a high five for a job well done.
If a child is having difficulties, it is important to talk to the parents or teachers. Remember, each child develops differently but the challenges he or she is encountering might indicate a larger underlining issue.
3. How do you handle teaching class when there are different levels of ability?
The elements of movement remain constant so no matter what the level of the students the elements and concepts are always accessible. Usually when I teach I pick a theme. The exercise may be the same from the previous week but our focus changes. One week we may be emphasizing space and the next week it might be weight or a sense of grounding.
You can always challenge a more advanced dancer to explore the movement quality while a dancer who is struggling can focus on the mechanics or vice versa. You could have the technically advanced dancer work on multiple pirouettes while a beginner can work on the push or spring up to posse. The important thing is to keep everyone focused, challenged and engaged.
4. Can children with special needs benefit from dance classes-and if so, how?
Yes, yes, yes!!! The benefits are endless, just like the benefits are endless for any individual. Dance works on spatial awareness, body awareness, gross motor skills, balance, body integration, body recognition, non-verbal communication and personal expression. For kids with special needs like autism, ADHD, sensory issues and non-verbal learning disabilities dance can have a huge impact on their lives and the lives of their families. Dance is a valuable tool to teach these important skills.
5. In your opinion, what is the value of having children take dance classes if they are not going to become a dancer?
Well, for all the reasons I mentioned in the last question. If you have an understanding of your body and a sense of ownership the sky is the limit. I tell teachers I work with that kids don’t own much and are not in control of much in their lives. They do however, have control over their bodies. And when you have a sense of your body’s abilities it builds tremendous self confidence. Dance also teaches a child how to follow directions, how to give directions and how to problem solve. These are skills that we need to become successful individuals whatever road we choose for ourselves. And dance enriches our lives, like all the arts. We all deserve to have dance in our life whether it’s dancing in our room, at a party, on stage for our own personal fulfillment or as a profession. And as audience members, understanding the art gives us a deeper appreciation for what we are experiencing. So dance not because of the outcome but because of the experience.
- Stacey Pepper Schwartz
Bio: Stacey is the Founder and Director of Leaping Legs Creative Movement Programs. The focus of Leaping Legs Creative Movement Programs is to help people regardless of age, experience or ability, become educated about their movement potential, develop kinesthetic awareness, and become more physically fit and healthy together as a family, and community.Leaping Legs promotes its goal through the original Up Down & All Around DVD. Utilizing the elements of movement, the video entertains as it motivates kids and their families to exercise together using movement games, silly exercises and challenges. The DVD received Dr. Toy’s 100 Best Children’s Products 2009 Award and 10 Best Active Products 2009 Award. The DVD has also been featured in many magazines. In its August 2009 issue, Dance Teacher called the DVD “an essential tool for teaching the fundamentals of movement.”
Stacey received her BFA in dance performance at Montclair State University and her MA in dance education from Teachers College, Columbia University. She has taught as an artist in residency and guest artist in public and private schools for over twelve years.
Teaching Tip: Have Enough Material
One of the first things I learned as a dance teacher is that you have to do a lot of preparation for class. This is especially true in the beginning of your career as an instructor. After you have some practice you may be able to teach off the top of your head, but a class that is carefully planned is usually much better anyway…
One of the most important things you can do is make sure that you have enough material. Better to have too much than too little–it’s a horrible feeling to run out of options. When you are new to teaching you also tend to rush through things, meaning you can run out of stuff to do more quickly. It doesn’t hurt to have a bunch of combinations ready–just in case you find yourself needing to fill some time.
This is also true of the traditional classroom–not just the dance studio. If you are going to teach at a high school or university, the same guideline applies. After all–it’s hard to be too prepared!
Teaching Tip: Motivation Vs. Instruction
I love enthusiastic teachers–they motivate students to learn, and they bring energy to the classroom. Many times I have been forced to be in class with a teacher that was less than inspiring, and it isn’t exactly an enjoyable feeling.
Even so–I have still been able to learn from those teachers.
There is a fundamental difference between being able to motivate students and being able to instruct them. These are two very different things–and some teachers can make the mistake of not realizing that.
Being able to instruct a student means that you can break down the step or combination for them in a way that helps them to learn it. Being able to motivate them means that they will want to do it–and perhaps even get excited about it.
Ideally, it’s nice to be able to do both, but instruction is at the heart of teaching. Especially if you are new to the craft, be sure to focus on making sure you can relay information to your students. As you become more comfortable with that portion of the job, you can work on inspiring them!
Teaching Tips: Kids In The Dance Classroom
Today we have a special feature–a guest, who is going to share some tips on teaching children dance. Stacey Pepper Schwartz has been featured in 4dancers series 10 Questions With…, and she is quite the breath of fresh air. I have noticed that most people who work with children in dance have seemingly boundless energy and enthusiasm, and Stacey is no exception. I asked her 5 questions about teaching, and she had some wonderful things to share…
1. When it comes to teaching children, what can you do to help instill a love of dance?
If you instill in a child that she is in charge or her body, that she can make choices with how she wants to move, and how she wants to express herself, you are in essence fostering a life that will be open to the dance within herself and herself within the dance.
We are not just beings with muscles and bones. We can choose how we want to move our muscles, which then moves our bones. When children start to master this concept of choice, they gain self-esteem and a sense of self.
You can also instill a love of dance by having children dance with each other and for each other. Many children who have difficulty with speech can be on the same playing field when it comes to communicating through dance. Even children with coordination or spatial issues can move freely with a group because there is no right or wrong way of expressing yourself. The beauty of dance is that you can communicate with one simple gesture or your entire body. You can dance with another person, a group or be free to take the space by yourself. Both the mover and the audience share the experience. They share common ground.
When we have a joyful or meaningful experience we tend to want to do it again. When you teach remember the joy, remember the importance of body ownership, expression and in sharing the experience with others.
2. What are a few tips for keeping order in a class full of young children?
My tip is to have a bag of tricks. Not one thing will work all the time and different children need different ways of being guided.
- Be consistent, be kind and be deliberate. Don’t ask “Can everyone come to the center of the room?” If you ask a question, be prepared for various answers, like “no!” Instead give the children a task to complete. “Everyone come to the center of the room in low level” or “choose a traveling step to the center of the room and end in a pointy shape.”
- When they complete an activity acknowledge a job well done and be specific. “I like the way everyone found different ways of moving in low level. I saw children moving on their knees, tummies and backs.” Make sure not to use praise words without backing it up or the words become meaningless. When I was student teaching I used to say “great” all the time. The teacher I was working with pointed it out to me. She told me that the word lost its value because I said it so much and I wasn’t being specific about what was so great. I great lesson to learn!
- When a child is having difficulty listening I will ask them to be my partner. This way I can talk quietly to the child and give them cues without having to attract attention to the child and the behavior.
- Have children earn activities. Give them a goal to work towards, like a round of “free- dance” or stickers. Make sure the goal is obtainable or the children can feel defeated. Feeling proud of a job well done is wonderful motivation to do their best!
3. How do you deal with behavior outbursts in a dance class setting?
I was the director of an arts camp and I went in to observe the dance class. I asked a child to move to a different spot in the room and she started screaming at me. I had her sit and watch class while I called her mother. Her mother told me she was dealing with anger management issues. This was a great lesson for me.
Make sure you are partners with the parents or teachers. Having information about any special circumstances will keep you and the children safe and will enable you to have a productive teaching environment.
After talking with the mother, I learned techniques to be helpful to this child and we did not have any other problems. Information will not always be available to you but I feel the more you are aware of specific issues or needs the better equipped you can be.
When I worked in a studio, after class, I made sure to tell each parent one thing their child was working on, something they did well or achieved. I found this very helpful in not only having a successful class for the child but I gained the support of the parents as well.
When I teach in schools, I always try to share my lesson with the teacher and ask if there are any ideas or concepts he or she would like me to work on. I try to model the classroom management style of the teacher to be consistent. I want to partner with the teacher, not only for educational purposes, but for disciplinary purposes as well.
Lastly, if I child is having a difficult time listening, following directions or is being disruptive, I will ask him or her to sit and join the class when ready. I have found this works very well because the child is not getting attention for the negative behavior. Most of the time, the child will join back in after a few minutes. Remember after you discipline a child to follow up with positive reinforcement to engage the child and give him or her attention for good behavior.
4. What was the best piece of teaching advice you ever heard?
By far the best advice I have ever received was accentuate the positive. When I was student teaching, I broke the class into smaller groups to work on a movement activity. I was focusing on a group that was not listening and reprimanding them. The teacher I was working with pointed out to me that the children who were doing a good job were not getting any attention. She taught me that when I praised a group, it influenced the group that was not listening because they wanted attention as well. My class went smoother after this and I was actually accomplishing two things. I was providing positive feedback and was managing the behavior of the class!
Barbara Bashaw, a wonderful teacher I had when I attended Teachers College, Columbia University for my Maters in Dance Education, taught me to always be prepared to improvise. You might have a wonderful lesson prepared but the children might have had a fire drill before your class or if you are teaching in a studio maybe they had off from school that day. You can plan for the class but not for the energy the children will be bringing. You have to ultimately take your cues from the children. This was a hard lesson to learn for me, but an absolutely valuable one!
5. What is the one thing you would tell someone who is new to teaching children dance?
I would tell them they are the student as well. Make sure you are patient with yourself as well as your students. Give yourself permission to experiment, try new things and don’t be afraid to fail. I find I have to do a lesson a few times before I am happy with it. Don’t be afraid to repeat an idea or concept. Kids learn by repetition and so will you. Remember that everyday is a new day for you and the kids. Make sure you smile, laugh and know that you are giving a precious gift. You are teaching more than movement, you are teaching an avenue to experience life.
Bio: Stacey is the Founder and Director of Leaping Legs Creative Movement Programs. The focus of Leaping Legs Creative Movement Programs is to help people regardless of age, experience or ability, become educated about their movement potential, develop kinesthetic awareness, and become more physically fit and healthy together as a family, and community.
Leaping Legs promotes its goal through the original Up Down & All Around DVD. Utilizing the elements of movement, the video entertains as it motivates kids and their families to exercise together using movement games, silly exercises and challenges. The DVD received Dr. Toy’s 100 Best Children’s Products 2009 Award and 10 Best Active Products 2009 Award. The DVD has also been featured in many magazines. In its August 2009 issue, Dance Teacher called the DVD “an essential tool for teaching the fundamentals of movement.”
Stacey received her BFA in dance performance at Montclair State University and her MA in dance education from Teachers College, Columbia University. She has taught as an artist in residency and guest artist in public and private schools for over twelve years.
Dance Teaching Tip: Left-Handed Students
Let’s get this out of the way…I’m a lefty. And yes, that is why I am doing this post.
As a left-handed dancer I know that there are a few special challenges that teachers should be aware of. For one thing, learning turns may go better on the left side. This is actually a safety issue when you are working on teaching pirouettes for the first time.
I always ask my students if there are any lefties in the room, just so I am aware of the fact that they may have more difficulty picking up combinations that are demonstrated and done first on the right side.
Not all dancers follow handedness in the dance classroom, however. For example–even though I am left-handed, my turns are better on the right. Each student will need to be assessed individually to discover their strengths and challenges. Still, if you are aware of them, you will be more effective as an instructor.
If you have not yet asked your students about this…consider incorporating it into your class. For some students it can really make a world of difference.
Teaching Tip: About Practicing At Home
I have beginning students ask me what they can practice at home to improve their dancing. My usual answer is…nothing. As a new student (especially in ballet), doing steps at home can actually be a bad thing. If the student doesn’t understand technique, they can begin to develop bad habits which can be very hard to break.
This view may seem extreme, but I have found it is a good one to advocate. When students have some knowledge of technique it is fine to give suggestions for practice, but with a rank beginner it is better that they come to class and learn how to do the movements right first. Understand the theory behind things a bit before they try to do it on their own. In my opinion it would be better for them to double up and take two classes if they want to get more practice.
It’s something to think about if you are a new teacher, or if you have never taught beginning students. Be ready with an answer–you are sure to be asked.
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