Teaching philosophy
I believe that a dance educator is an individual who understands the synergistic relationship between educator and artist and places an equal importance on both so that they work to inform one another. In my classroom, I promote learning dance as not simply following the teacher’s direction, learning steps, and developing technique, but as learning how to explore movement in ways that matter to students personally. As I am passionate about both education and dance, I develop learners’ capacities and exploratory experiences to communicate within the medium of their own body, to feel emotions and express themselves when words are inadequate, and to share in a communal joy that enhances an their quality of life. It is my aim to intensify the importance and value that is placed on dance, equal to other academic subjects.
Dance is a language of its own, one that informs all aspects of a being on the physical, mental and emotional levels. As a dance educator, I believe that it is my responsibility to provide all learners with the opportunity to enjoy the expressive potential of the body while moving in space harmoniously. Education in the art of dance provides learners with knowledge about themselves, heightening their sensitivity, and enabling them to realize their fullest potential. Through dance, learners express the inner workings of their mind via thought-provoking movement experiences that stimulate physical health, self-confidence, social awareness and cognitive development.
It is one of my goals to find equality in regards to control and involvement in my dance classroom. Simultaneously establishing clear rules alongside open and friendly interactions allows my students to actively engage in learning. Clear procedures enhance the effectiveness of practice because it offers students a direct scaffold within their learning. By carefully planning student-centered lessons that utilize a range of teaching styles, learners are challenged to critically think and problem-solve in order to demonstrate their cognitive understanding and artistic expression. When designing my student learning objectives, I ensure that they are measurable, specific and concise and align with both the state and national dance standards. Being cognizant of students with specific needs and/or students who possess unique intelligences, I effectively differentiate instruction for the diverse range of learners in my dance classroom. By providing variations in learning episodes and preparing multiple modes of assessment for assignments, I adapt my instruction to meet the individual learning needs of all of my students. It is my aim to set developmentally appropriate goals for students of differing abilities so that students have the agency to train and rehearse at their own speed and find meaning as they take control over their learning in ways that matter to them.
Ultimately, I hope to be the dance educator who fosters an appreciation for the study of dance and all of the skills that come with it to all of my students. Whether or not they wish to pursue a career in dance professionally, they can participate in creative movement experiences, benefiting them both on the intrinsic and instrumental levels. Students will leave my dance classroom as passionate, hardworking individuals with a will to achieve in whatever they put their hearts, bodies and minds to. Dance is the basis of human expression, coming even before verbal communication. Through movement, students will come to understand themselves and the society in which they live by exploring the internal motivations and psychological insights of the nature of man.