essay on dance teacher

Essay on Dance

500 words essay on dance.

Dancer refers to a series of set of movement to music which we can either do alone or with a partner. Dancing helps us express our feelings and get active as well. If we look back at history, dance has been a part of our human history since the earliest records. Thus, an essay on dance will take us through it in detail.

My Hobby My Passion

Dance is my favourite hobby and I enjoy dancing a lot. I started dancing when I was five years old and when I got older; my parents enrolled me in dance classes to pursue this passion.

I cannot go a day without dance, that’s how much I love dancing. I tried many dance forms but discovered that I am most comfortable in Indian classical dance. Thus, I am learning Kathak from my dance teacher.

I aspire to become a renowned Kathak dancer so that I can represent this classical dance internationally. Dancing makes me feel happy and relaxed, thus I love to dance. I always participate in dance competitions at my school and have even won a few.

Dance became my passion from an early age. Listening to the beats of a dance number, I started to tap my feet and my parents recognized my talent for dance. Even when I am sad, I put on music to dance to vent out my feelings.

Thus, dance has been very therapeutic for me as well. In other words, it is not only an escape from the world but also a therapy for me.

Get the huge list of more than 500 Essay Topics and Ideas

Hidden Language of the Soul

Dance is also called the hidden language of the soul as we use it to express ourselves when words fall short. The joy which comes with dancing helps us get over our sorrow and adversity sometimes.

Moreover, it is simply a translator for our hearts. What is most important to remember is that dance is not supposed to be perfect. There is no right way of dancing, as long as your heart is happy, you can dance.

When we talk about dance, usually a professional dancer comes to our mind. But, this is where we go wrong. Dance is for anybody and everybody from a ballet dancer to the uncle dancing at a wedding .

It is what unites us and helps us come together to celebrate joy and express our feelings. Therefore, we must all dance without worrying if we are doing it right or not. It is essential to understand that when you let go of yourself in dance, you truly enjoy it only then.

Conclusion of the Essay on Dance

All in all, dance is something which anyone can do. There is no right way or wrong way to dance, there is just a dance. The only hard part is taking the first step, after that, everything becomes easier. So, we must always dance our heart out and let our body move to the rhythm of music freely.

FAQ of Essay on Dance

Question 1: Why is Dance important?

Answer 1: Dance teaches us the significance of movement and fitness in a variety of ways through a selection of disciplines. It helps us learn to coordinate muscles to move through proper positions. Moreover, it is a great activity to pursue at almost any age.

Question 2: What is dancing for you?

Answer 2: Dancing can enhance our muscle tone, strength, endurance and fitness. In addition, it is also a great way to meet new friends. Most importantly, it brings happiness to us and helps us relax and take a break from the monotony of life.

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How to become a dance teacher

Is becoming a dance teacher right for me.

The first step to choosing a career is to make sure you are actually willing to commit to pursuing the career. You don’t want to waste your time doing something you don’t want to do. If you’re new here, you should read about:

Still unsure if becoming a dance teacher is the right career path? Take the free CareerExplorer career test to find out if this career is right for you. Perhaps you are well-suited to become a dance teacher or another similar career!

Described by our users as being “shockingly accurate”, you might discover careers you haven’t thought of before.

How to become a Dance Teacher

Becoming a dance teacher involves a combination of education, training, experience, and personal qualities. Here are the general steps you can take to pursue a career as a dance teacher:

• Develop Your Dance Skills: Start by gaining proficiency in the styles of dance you want to teach. Take classes, workshops, and intensives in ballet, jazz, tap, hip-hop, modern, or other dance styles. Focus on developing strong technique, musicality, performance skills, and artistry.
• Obtain Formal Education: While not always required, obtaining formal education in dance can provide valuable training and credentials. Consider enrolling in a college or university dance program or pursuing a degree in dance education, visual and performing arts , or dance studies. Alternatively, you can attend a specialized dance conservatory or academy.
• Gain Teaching Experience: Seek opportunities to gain teaching experience by assisting or apprenticing with experienced dance teachers, volunteering at dance schools or community centers, or teaching dance classes to friends, family members, or peers. Teaching experience, even in a volunteer or assistant capacity, can help you develop your teaching skills and gain practical experience working with students.
• Obtain Certifications or Credentials: Consider obtaining certifications or credentials that demonstrate your expertise as a dance teacher (see below).
• Network and Build Relationships: Build relationships within the dance community by networking with other dance teachers, studio owners, choreographers, and professionals in the field. Attend industry events, performances, and competitions to connect with peers and mentors who can offer guidance, support, and opportunities for growth.
• Prepare Your Teaching Materials: Develop lesson plans, curriculum materials, and teaching resources that align with your teaching philosophy, goals, and objectives. Tailor your teaching materials to the age, skill level, and interests of your students, and be prepared to adapt and modify your approach as needed to meet the needs of individual learners.
• Seek Employment Opportunities: Once you feel confident in your skills and qualifications, start seeking employment opportunities as a dance teacher. Look for openings at dance studios, schools, community centers, performing arts organizations, fitness facilities, or other venues that offer dance classes or programs.
• Apply For Teaching Positions: Prepare a professional resume, cover letter, and teaching portfolio showcasing your qualifications, experience, and accomplishments as a dance teacher. Apply for teaching positions that align with your skills, interests, and career goals, and be prepared to interview and audition for potential employers.
• Continue to Grow and Evolve: As you begin your career as a dance teacher, continue to grow and evolve as an educator by seeking feedback, reflecting on your teaching practices, and actively pursuing opportunities for professional development and growth. Stay passionate, dedicated, and committed to inspiring and empowering your students through the art of dance.

Certifications Dance teachers can obtain various certifications or credentials to enhance their qualifications and credibility in the field. While certification requirements may vary depending on the dance style, organization, or institution, here are some common certifications for dance teachers:

• Dance Masters of America (DMA): DMA offers certification programs for dance teachers in various dance styles, including ballet, tap, jazz, and acrobatics. Certification levels range from Junior to Master, with requirements including written exams, teaching demonstrations, and performance evaluations.
• Royal Academy of Dance (RAD): RAD offers certification programs for ballet teachers through its teacher training programs and syllabus examinations. RAD certification provides comprehensive training in ballet pedagogy, technique, and curriculum development.
• Cecchetti Council of America (CCA): CCA offers certification programs for ballet teachers based on the Cecchetti method of classical ballet training. Certification levels include Associate, Licentiate, and Fellowship, with requirements including practical examinations, written tests, and teaching assessments.
• National Dance Education Organization (NDEO): NDEO offers certification programs for dance educators through its National Certification in Dance Education (NCDE) program. Certification is available at the Pre-K-12 and Higher Education levels and includes coursework, teaching portfolios, and assessments.
• Progressing Ballet Technique (PBT): PBT offers certification programs for dance teachers interested in incorporating the PBT method into their ballet classes. Certification includes training in PBT exercises, techniques, and teaching strategies.
• Acrobatic Arts: Acrobatic Arts offers certification programs for dance teachers interested in teaching acrobatics and tumbling skills. Certification includes training in acrobatic technique, progressions, and spotting techniques.
• Zumba Fitness: Zumba offers certification programs for dance fitness instructors interested in teaching Zumba classes. Certification includes training in Zumba choreography, music, and fitness principles.
• Yoga Alliance: While not specific to dance, Yoga Alliance offers certification programs for yoga teachers interested in incorporating yoga techniques into their dance classes. Certification includes training in yoga philosophy, anatomy, and teaching methodology.

Free Dance Essay Examples & Topics

Dance has been a part of human civilization and culture for centuries. It is one of the best tools for entertainment and communication. What’s more, people choose it as a way of self-expression, a hobby, or an occupation. There are many types of dances. Some are well-known (tango, hip-hop, salsa, ballet), while others are less familiar to most people (kathak, kabuki, electronic dance).

When writing an essay about dance, you can write about any type if the assignment allows doing so. Due to the variety of dances, topic selection can take a long time. However, even after choosing the right idea, it is not always clear how to start your essay on it.

First of all, we recommend looking at the samples. You need to read some dance essay examples and pay attention to their structure. It also gives you an opportunity to polish or change the topic to write about.

Besides, our team has prepared a small guide on writing a dance essay. We have listed several ideas which will help you to write it as well.

How to Write a Dance Essay

If you need to write an essay on dance, it will probably be a narrative or descriptive one or even a critique of some sort. However, even the most creative academic papers have a rigid structure. So, you have to write a 5-paragraph essay. In this section, we will tell you how to do it.

To write an exemplary dance essay, you should follow these rules:

• Developing a solid structure is your goal. It is vital for the reader’s understanding and evaluation of your essay. You’ll need an introduction with a thesis statement, 2-3 paragraphs with arguments and examples, and a conclusion. Creating a good outline will help you to stay focused and follow the structure. Here is how you can do it:
• At first, read some background information about the style that interests you. Take some notes when you are watching a dance performance. Try to focus on small technical details as well as on your impression.
• Decide what you are going to describe in your body paragraphs. Each of them should highlight one idea. Remember that the first sentence of a paragraph is a basis for the supportive sentences after it.
• Write down a short summary of your central paragraphs. Focus on the main thoughts and keywords. It will help you to create the introduction and conclusion. Look at your notes once again to make sure you haven’t forgotten anything.
• Descriptions are vital for your paper. Note everything you notice about the movements, choreography, music, costumes, scenery, props, and performance. Think about your personal response to what you see. Even if you write a narrative essay, you should focus on these aspects.

Provide your interpretation of the dance. Identify all the people whose performance you describe and use examples to support your assumptions. Connect what you’ve seen with your previous studies or experiences.

• The style of your essay should be on point:
• Use descriptive language. Action words should describe the qualities of the movements. Use vivid adjectives to describe the qualities of the details you notice.
• Describe the actions in the present tense. But if you have chosen to write using past forms, don’t mix tense in the essay.
• Follow the requirements of your educational institution. They may include a specific font, margins, and title pages. And don’t forget to write from the third-person perspective.
• Check your grammar and spelling. Exclude repetitive sentences or phrases.
• Leave the paper for a couple of hours and reread it. It should help to notice the possible flaws.

17 Amazing Dance Essay Topics

Having figured out the basic rules, we can move on to ideas for an essay on dancing. In this section, we have collected topics that you can use for inspiration or practice.

We suggest the following dance essay topics for your consideration:

• Why is dance a form of art?
• What makes a good dance?
• National dances among African ethnicities.
• How folk dance reflects the culture of a nation?
• The history of hip-hop dance.
• The importance of dance in my life.
• The origin of Waltz and its significance.
• The influence of modern dance on society.
• The theory of seven movements in dancing.
• The best dance performances in history.
• The benefits of dancing for older people.
• Teaching dance to young children is beneficial to their development.
• Contemporary types of dance in Asian countries.
• What are the disadvantages of a dancing career?
• How does dance appreciation vary among different generations?
• Dance as a way of socialization in high school and college.
• How to critique a dance concert?

Thanks for reading till the end! Below you will find dance essay examples. Studying them will help you look at the topic from different angles and understand how to start writing your own paper.

86 Best Essay Examples on Dance

Benefits of dancing essay, what is dance: definition and genres, dance elements in “swan lake” and “night journey” ballets, garba dance, its history and specifics: a traditional indian dance.

• Words: 1129

History and Development of Dance

• Words: 1231

Dance and Mathematics Relationship

Hip hop dance, dancing and singing as kinds of art, dance analysis: social and cultural context, similarities between ballet and hip hop.

• Words: 1223

The Ritual Dance Important Elements

Impact of the dance as education, traditional chinese lion dance and its styles.

• Words: 1660

Dancing: Choreographer Doris Humphrey

• Words: 1104

History of Samba in Brazilian Society: A Traditional Brazilian Dance

• Words: 1243

The Grass Dance Cultural Importance

• Words: 1085

Jazz Dance and Its Techniques

African influence on brazilian music: the samba.

• Words: 1642

Jazz Social Dance and Impact on American Culture

• Words: 1686

Alvin Ailey American Dance Theater and Its History

Igor stravinsky’s the rite of spring, modern dance by jiri kylian, history and development of ballet, capoeira dance history and popularity.

• Words: 1589

Tango: Origin, History, and Characteristics

• Words: 1377

Contemporary Dance: Continuity and Inimitability

• Words: 1414

Dance as a Cultural Practice to Alleviate Nostalgia Among Immigrants

• Words: 8301

Connections Between Dances from Different Cultures

Modern dance in the united states, “rebellions in everynight life” by delgado and muñoz, the ballet “cave of the heart”, the “bellyache” dance by billie eilish, performance art: dance concept, how alvin ailey’s dances help with drug addiction.

• Words: 1289

History of Dances in Ireland

Anna pavlova and dance culture in the united states, poi dance as cultural performance, belly dance: rewarding activity and an art form, african dance taught by rujeko dumbutshena, flamingo or flamenco dance, ballet, pavane, and bourée dances in praetorius’ “terpsichore”, dancing movement: review, music industry: celia cruz.

• Words: 1458

Flamenco Music and Dance History: Spanish Carte-De-Visite Born in Andalusia

Loïe fuller: an american dancer and actor, enrico cecchetti’s influence on the russia ballet.

• Words: 3538

Rudolf Nureyev as a Choreographer

American musical theatre and twyla tharp.

• Words: 5536

The History of Hula: Art Analysis

• Words: 1392

Classical Dance: Term Definition

History of capoeira in the brazilian community: social dance and form of martial arts.

• Words: 1300

Space in Dance Theatre

Fukushima disaster in “falling out” dancing performance.

• Words: 1110

Irish Tap Dancing in African American Culture

• Words: 1168

Flamenco Dance and History of Passion

“the power of myth” and “lord of the dance” films, ballet pas de deux: dance and architecture exhibition, the age of romanticism: dances articles analysis, ballet and jazz dance: styles description, mikhail baryshnikov’s biography and input to ballet, les ballets jazz de montreal and zero in on, the giselle ballet at the war memorial opera house, the royal ballet dance in covent garden.

• Words: 1402

Lindy Hop Dance: Development, Events, Figures

• Words: 3036

Ballets: “Carmen” and “In the Upper Room”

Alvin ailey’ and alexander pushkin’ views on the modern dance.

• Words: 1094

Swan Lake Choreographed by Matthew Bourne

The csn fall dance concert, 2008 beijing olympics performance, belly dancing: why the world knows little about it.

• Words: 1629

Dancer Alvin Ailey: Techniques and Artistic Choices

Dance: alonzo king lines ballet.

• Words: 1089

Chicano Folklore: Mexican Folk Dance

Mikhail baryshnikov’ dancing philosophy.

• Words: 1112

The Dance Video “Matthew Bourne’s Swan Lake 2”

Moon – solo dance by yang liping, dancing as a kind of art.

• Words: 2761

Flash: A New Choreography

The way of geisha dance, dance education and culture.

• Words: 4956

Miami Dance Project for Autistic Children

Ruth st. denis’s biography.

• Words: 1111

Survey of Contemporary Dances

History of balinese dancing art.

• Words: 1088

Alvin Ailey – an Activist and American Choreographer

Hip hop dancing: the remarkable black beat.

• Words: 1617

Essays About Dance: Top 5 Examples Plus Prompts

If you are writing essays about dance, see our essay examples and prompts below to inspire and guide you for your next essay. 

Dance refers to a sequence of rhythmic body movements, usually in sync with a beat or music. The earliest historical dance records can be found in cave paintings and are suggested to be associated with religious purposes. Today, one can dance for several reasons. It can be a channel to express their emotions and ideas, release energy, conduct a ritual, celebrate a tradition, or simply exercise. 

Check out our round-up of five great essays that can inspire you in writing your piece about dance: 

1. Are Humans The Only Species That Enjoy Dancing? by Jason Goldman

2. ballet and modern dance: using ballet as the basis for other dance techniques by helen kantilaftis, 3. bollywood dance explained by lucy townsend, 4. essay: when i broke up with ballet by stephanie wolf, 5. explained: breaking rules, moves and format by aarish ansari, 1. dance as a passion., 2. types of dances. , 3. health benefits of dancing., 4. preserving traditional dance., 5. the most iconic dance moves of all time. , 6. protecting choreographic works., 7. dance as an expression of culture., 8. animals that dance., 9. dance as a source of livelihood., 10. life values learned from dancing..

“Snowball became famous on the internet when videos were uploaded of the twelve-year-old cockatoo appearing to dance to a Backstreet Boys song. He seems to bob his head up and down in sync with the beat of the song… Could it really be that humans aren’t unique in their abilities to dance?”

The article amusingly explores certain animals that are proven to have a beat for dancing. While videos of dancing animals are a rave on social media, the article reveals that the discovery of dancing animals may have been as early as the time of Charles Darwin. The naturalist discovered and theorized that birds use dance to pick their mates, a process that a study showed is more common in humans than we thought. 

“Ballet is like the mother of all dance techniques. Most Western dance styles today can be traced back to ballet, and its codification has been extremely influential in all styles of dance.”

Ballet can improve one’s musicality, awareness, tempo, strength, and agility. Kantilaftis explains that other dances borrow many techniques and moves from ballet. For example, if you take hip-hop or jazz class, chances are there will be movements that could be enhanced by learning ballet first. The author then provides tips on how dancers can incorporate ballet to enhance their routines and be well-rounded dancers overall. You might also be interested in these essays about color .

“Bollywood dance is easy on the eye. Dramatic facial expressions and cinematic pizzazz mean any viewer, dance aficionado or not, can follow the story. But beneath the fizz is a series of historic symbols and traditions, which originate in India’s numerous traditional dance forms.”

No good Indian film is complete without the famous Bollywood dance. In this article, the author uncovers the symbolisms behind the hand gestures, facial expressions, neck movement, footwork, and vibrant costumes in Bollywood dance. It turns out that each movement and accessory contribute to telling a story with themes ranging from weather to animals and destinations.

“After 12 years of fighting for my dance career, it became clear this was not an injury from which I could bounce back. My body had already been through too much, and I felt fatigued from chasing my dreams. While I had always had outside interests, I was now forced to really look at what life would be like post-dancing.”

A former ballet dancer talks about her heartbreaking story of ending a dance career over two decades ago. The breakup was the inevitable consequence of an irreversible injury, causing emotional shock over a loss of identity. Several years forward, Wolf admits that she remains to grieve over the end of her dancing chapter but continues to find new sources of hope to continue living.

“From the streets of New York in the 1970s to the grand stage of the Olympic Games, breaking has charted a course not many would have thought was possible… breaking has evolved into a proper dance sport, with a fixed set of rules that make for fair competition.”

The article celebrates breakdancing’s breakthrough to be part of the Olympic 2024 as a silver medal event. In addition, the article dives into the signature moves that define breakdancing and judges’ criteria for selecting the winning breakdancers. 

10 Prompts On Essays About Dance

For more essay ideas, take a pick from one of our prompts below:

If you have a passion for dancing, write your story about how you have discovered this passion. Describe what dancing does to your mind and body. Write about your dance style, how often you dance and what kinds of music you love dancing to. If you’re not into dancing but know others who are passionate about this art form, interview them instead. 

Research about the different kinds of dances. There are many popular ones, such as ballroom, ballet, contemporary, hip-hop and jazz. To narrow down the scope of this prompt, pick five that interest you the most. Then, describe each and elaborate on their influence on art, culture, and society. 

Dance can strengthen cardiovascular health, reduce stress and improve balance and flexibility. Cite other physical and mental health benefits of dancing. Explain how each of these contributes to one’s overall well-being. For example, some communities have been promoting dance to fight obesity and strengthen heart muscles. You can also add how your community encourages dance in its health programs. 

Modern dance is so pervasive that it is feared to bump off folk dance from the stage. Recount the ways your country or community is preserving its traditional dances. Describe these dances and provide a brief historical overview of their importance to your country or community’s culture. Finally, think and write about what other efforts should be taken to allow traditional dances to share the spotlight with modern dance.

Many of us have witnessed different dance crazes, from the moonwalk popularized by Michael Jackson to the shimmy dougie and the fierce hair whip. Analyze what makes this dance move iconic enough to bring the whole world to dance to one beat and movement. 

Choreography is protectable copyrighted work. Provide dancers with a guide on how they can best protect the copyright of their dance masterpieces. Outline copyright protection issues, such as cross-border jurisdictions and digital piracy. Then, provide tips on how performers can best enforce their copyright. For example, one way is to register their work at the intellectual property office of their country. 

Waltz across several traditional dances and show how each of these dances helps express a community’s culture, identity, and belief system. Research the kinds of dance that are deeply embedded in a tradition. Describe the movements involved in this dance and how they symbolize the community’s beliefs and ideals. Then, add how communities pass on the dance to preserve it from generation to generation. 

Build on our essay example on dancing animals. List down the animals that studies are found to possess some dancing prowess. Describe their dancing styles and discover the factors that entice them to dance. For example, is dancing for them mere entertainment, or does it serve a more practical purpose, as with birds? 

Find out what the average income of a dancer or choreographer is. Interview dancers and ask about their level of satisfaction with their current income. Dive deep into the barriers that prevent their incomes from rising and what reforms they would like to see in choreographers’ and performers’ livelihoods. You can also write about how entertainment platforms have expanded the industry’s earning opportunities. 

Dancing is not just a skill or a hobby. It could be a way to learn essential life lessons that will help you get ahead and conquer challenging experiences. Enumerate the lessons one can learn from dancing. Discipline, determination, and creativity are just a few. Explain how one develops these traits from dance and why it makes for a great extracurricular activity for children.

For help with this topic, read our guide explaining how you can achieve persuasive writing .

If you’d like to learn more, our writer explains how to write an argumentative essay in this guide.

Yna Lim is a communications specialist currently focused on policy advocacy. In her eight years of writing, she has been exposed to a variety of topics, including cryptocurrency, web hosting, agriculture, marketing, intellectual property, data privacy and international trade. A former journalist in one of the top business papers in the Philippines, Yna is currently pursuing her master's degree in economics and business.

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Effective dance teaching methods

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In This Article

Use effective and safe teaching methods.

• the type of class (community, social, school, studio, professional etc)
• participants' age, stage and needs
• the dance style/genre
• class size and venue.

Lesson planning

• the aim of class or teaching program
• pre-testing for prior knowledge/understanding
• skill levels and age
• logical, suitable and safe progression beginning with warm-up and stretching
• students’ emotional, physical and intellectual development and/or limitations
• a graduated workload, i.e. frequency, intensity, duration and type of dance.

Create a positive learning/teaching environment

Make sure that the:

• teaching is supportive, encouraging and non-threatening
• goals are clearly stated
• students respect the rights of others to be taught and to learn
• students are given equal opportunities to learn and develop their dance skills
• teachers encourage students to accept reasonable challenges and to take risks with teacher support
• students support each other in challenging or risk-taking activity
• cultural, gender and age differences and different physical and learning abilities are reflected in fair and inclusive teaching/learning practices.

Demonstrate positive communication skills

• Discuss your goals and expectations of a class, program or course.
• Give clear instructions, explanations and demonstrations in verbal, non-verbal, audiovisual and written forms.
• Create a safe, friendly and positive atmosphere.
• Adapt your language to suit the age and experience of students
• Give regular verbal feedback that respects students and helps them develop as independent learners.
• Help students to reflect, evaluate and share knowledge.

Be a positive role model

• Show your love for dance with energy and enthusiasm.
• Set clear goals and expectations.
• Use language that shows respect for students and staff.
• Teach safe dance principles; non-judgmental attitudes; positive body image; punctuality, planning and preparation.

Pedagogy—develop and use dance teaching practices

• Respect students’ personal space.
• Encourage a healthy awareness and understanding of the physical nature of dance.
• Use verbal explanations and show correct stance/movement.
• Before any physical contact, tell the student why and how contact is needed.
• Show different approaches to a task, movement or problem solving exercise.
• Allow exploratory learning by encouraging students to talk about ideas and processes.
• Use positive approaches that give students information, confidence, encouragement and a willingness and desire to practice and improve their dance skills.
• Be sensitive to social, economic and cultural contexts, expectations, language and themes.
• Recognise and be sensitive to the external lives/pressures that students (particularly adolescents) are experiencing.
• Monitor issues that relate to dance training and talk with a student about concerning symptoms.
• If needed, discuss issues with colleagues, parents and carers, while being sensitive to a student’s right to privacy.
• Be aware and adhere to teacher responsibility to Mandatory Reporting regulations (check your state legislation).
• Refer students and parents/carers to other dance and health professionals with sensitivity.
• Use terminology and explanations which are understood by students.
• Include assessment as an informal or formal gauge of progress.
• Place dance as an art form in its historical, social and cultural contexts according to the style taught, and the training level.
• Help students learn to relate dance practice and theory.
• Give students learning opportunities which develop and recognise different learning styles.
• Use various teaching resources and modes of learning.

Self-development and career development

• Invite and welcome honest feedback from parents, students and colleagues.
• Make time to talk with students, course leaders, school or institution leaders and parents or carers about issues affecting individual students, classes or groups.
• Find opportunities for learning and development.
• Find opportunities for learning and certification as a dance educator.
• Learn about lifelong learning practices .

Professional development

Maintain knowledge and expertise in your chosen genre and style of dance; develop a broad knowledge of dance; enrich your qualifications.

• Attend performances and read dance-related material.
• Develop your awareness and knowledge of different stage crafts.
• Enroll in teaching, stage craft, health, fitness and business management courses.
• Encourage employed staff to do professional development.
• Make sure your professional knowledge is current and qualifications are upgraded through a teaching or syllabus organisation.
• Attend professional development workshops or short courses.
• Maintain or subscribe to a professional journal or library.

Encourage self-expression and creativity

• Include regular times for students to use imagination, expressive skills and creativity.
• Teach students the elements of composition using the relevant style or genre.
• Use different creative stimuli and models of self expression.
• Use a developmental approach (creative scaffolding) to build creative skills along with technique development.
• Include time to develop performance skills.
• Give students access to other teachers or artists (workshops, summer schools and special events) to stimulate creativity through new ways of thinking about dance.
• Recognise the subjective nature of creativity.
• Help students develop independence, problem-solving and decision-making skills.
• Recognise individual learning styles and offer choices so each student has practice with problem solving and decision-making.
• Make sure that programs/curriculum let students choose class tasks, projects or electives that allow creative growth.
• Use technical training as a tool for expressive development and creative growth.
• Give students tools to assess their expressive and creative development.
• Give students opportunities and support their interest in dance experiences beyond their educational setting
• Encourage use, review and criticism of dance-related material
• Facilitate or encourage attendance at rehearsals, performances, exhibitions and performances in dance and other art forms
• Support students to audition for events or performances or take part in activities/workshops where they can work with other teachers, choreographers or directors to enhance their
• Understanding of creative processes, performance and professional expectations.

Use assessment and reporting procedures

Note: There are teaching situations such as community and recreational dance instruction which do not require or expect formal assessment and reporting.

Assess the work of students against criteria

• Give students regular verbal or written feedback that includes praise and identifies areas for improvement.
• Let students discuss and receive feedback about work in development (technique, creative work and theory).
• Give progress reports to parents and students.
• Before assessment, make sure students understand the assessment measures.
• Use external standards or assessors to moderate your assessment process.
• Deal privately with sensitive assessment and achievement issues.

Give parents and students an accurate assessment of dance potential

• Give regular verbal and written descriptive assessment (which includes marks or grades), and some independent assessment.
• Give honest opinions about a dancer’s potential or readiness to pass an exam or succeed in an audition.
• Use criterion-based assessment which can be complemented by subjective opinions, references and statements.

Provide vocational support for training and careers

• Encourage students to complete their school education and to develop interests both within and outside dance.
• Give students resources, structures, educational counselling that helps them complete Year 12 and receive university admission ranking.
• Encourage students to gain experience in dance and theatre related work.
• Give students access to professional career counselling.
• Give students work, career and transition planning tools.

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Why i am a dance teacher, the most rewarding job of all..

My senior year of high school was a year of a lot of lasts -- last time I will be considered a minor, last time I will see many of the people I have grown up with, and (so I thought) the last time I would be a studio dancer. During the finale of my very last dance recital, I made sure to take in the feeling that performing on stage has always given me. It felt so bittersweet; I was moving on to collegiate dance, yet I knew I was leaving behind my studio family that I had become close with over the last 15 years.

I knew that I would never again get to be a dance student and that my dance days were numbered. However, over the course of time, I have found purpose in something new -- teaching dance. There is something about passing along my love for dance to the youth of today that fills me with happiness. While it will never replace performing onstage or taking dance class, I know it is what I am meant to be doing, and here is why:

I love seeing my students grow as dancers. There is nothing more amazing than watching your dancers improve because of the impact you have had on them. I love seeing students' faces when they master a new trick or when they know they have performed well. It reminds me so much of the joy dance gave me when I was a student and it makes me happy to know that someone else has experienced that feeling as well.

Going to the studio is an escape. Even as a teacher, just stepping through the studio doors gives me a sense of relief. For just an hour or two, I am able to forget about all my problems and the things that stress me out. I know for me personally, the studio was always a safe haven and I love being able to recreate that for my students.

Your students become like your children. The dancers look up to you (sometimes literally). You know when you have to discipline them, but also when to have fun. I may never have children, and that is OK because I will always have my dancers.

I love watching my dancers perform my choreography. My choreography is like my baby. It is something that I have put time and considerable thought into. Along with watching my dancers improve, this is also amazing to see. I love watching my vision come to life onstage. You want to make a dance teacher happy? Tell them you love their choreography. That basically gives us a boost of confidence. For me, that is better than someone complimenting an outfit or my makeup.

People do not realize how incredibly tough it is to be a dance teacher. Our job extends beyond our time teaching classes. We spend numerous hours choreographing, picking out costumes, creating lesson plans, and learning new ways to teach technique. But in spite of all of that, I would not change it for the world.

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14 invisible activities: unleash your inner ghost, obviously the best superpower..

The best superpower ever? Being invisible of course. Imagine just being able to go from seen to unseen on a dime. Who wouldn't want to have the opportunity to be invisible? Superman and Batman have nothing on being invisible with their superhero abilities. Here are some things that you could do while being invisible, because being invisible can benefit your social life too.

1. "Haunt" your friends.

Follow them into their house and cause a ruckus.

2. Sneak into movie theaters.

Going to the cinema alone is good for your mental health , says science

Considering that the monthly cost of subscribing to a media-streaming service like Netflix is oft...

Free movies...what else to I have to say?

3. Sneak into the pantry and grab a snack without judgment.

Late night snacks all you want? Duh.

4. Reenact "Hollow Man" and play Kevin Bacon.

America's favorite son? And feel what it's like to be in a MTV Movie Award nominated film? Sign me up.

5. Wear a mask and pretend to be a floating head.

Just another way to spook your friends in case you wanted to.

6. Hold objects so they'll "float."

"Oh no! A floating jar of peanut butter."

7. Win every game of hide-and-seek.

Just stand out in the open and you'll win.

8. Eat some food as people will watch it disappear.

Even everyday activities can be funny.

9. Go around pantsing your friends.

Even pranks can be done; not everything can be good.

10. Not have perfect attendance.

You'll say here, but they won't see you...

11. Avoid anyone you don't want to see.

Whether it's an ex or someone you hate, just use your invisibility to slip out of the situation.

12. Avoid responsibilities.

Chores? Invisible. People asking about social life? Invisible. Family being rude? Boom, invisible.

13. Be an expert on ding-dong-ditch.

Never get caught and have the adrenaline rush? I'm down.

14. Brag about being invisible.

Be the envy of the town.

But don't, I repeat, don't go in a locker room. Don't be a pervert with your power. No one likes a Peeping Tom.

Good luck, folks.

19 Lessons I'll Never Forget from Growing Up In a Small Town

There have been many lessons learned..

Small towns certainly have their pros and cons. Many people who grow up in small towns find themselves counting the days until they get to escape their roots and plant new ones in bigger, "better" places. And that's fine. I'd be lying if I said I hadn't thought those same thoughts before too. We all have, but they say it's important to remember where you came from. When I think about where I come from, I can't help having an overwhelming feeling of gratitude for my roots. Being from a small town has taught me so many important lessons that I will carry with me for the rest of my life.

1. The importance of traditions.

Sometimes traditions seem like a silly thing, but the fact of it is that it's part of who you are. You grew up this way and, more than likely, so did your parents. It is something that is part of your family history and that is more important than anything.

2. How to be thankful for family and friends.

No matter how many times they get on your nerves or make you mad, they are the ones who will always be there and you should never take that for granted.

3. How to give back.

When tragedy strikes in a small town, everyone feels obligated to help out because, whether directly or indirectly, it affects you too. It is easy in a bigger city to be able to disconnect from certain problems. But in a small town those problems affect everyone.

4. What the word "community" really means.

Along the same lines as #3, everyone is always ready and willing to lend a helping hand when you need one in a small town and to me that is the true meaning of community. It's working together to build a better atmosphere, being there to raise each other up, build each other up, and pick each other up when someone is in need. A small town community is full of endless support whether it be after a tragedy or at a hometown sports game. Everyone shows up to show their support.

5. That it isn't about the destination, but the journey.

People say this to others all the time, but it takes on a whole new meaning in a small town. It is true that life is about the journey, but when you're from a small town, you know it's about the journey because the journey probably takes longer than you spend at the destination. Everything is so far away that it is totally normal to spend a couple hours in the car on your way to some form of entertainment. And most of the time, you're gonna have as many, if not more, memories and laughs on the journey than at the destination.

6. The consequences of making bad choices.

Word travels fast in a small town, so don't think you're gonna get away with anything. In fact, your parents probably know what you did before you even have a chance to get home and tell them. And forget about being scared of what your teacher, principle, or other authority figure is going to do, you're more afraid of what your parents are gonna do when you get home.

7. To trust people, until you have a reason not to.

Everyone deserves a chance. Most people don't have ill-intentions and you can't live your life guarding against every one else just because a few people in your life have betrayed your trust.

8. To be welcoming and accepting of everyone.

While small towns are not always extremely diverse, they do contain people with a lot of different stories, struggle, and backgrounds. In a small town, it is pretty hard to exclude anyone because of who they are or what they come from because there aren't many people to choose from. A small town teaches you that just because someone isn't the same as you, doesn't mean you can't be great friends.

9. How to be my own, individual person.

In a small town, you learn that it's okay to be who you are and do your own thing. You learn that confidence isn't how beautiful you are or how much money you have, it's who you are on the inside.

10. How to work for what I want.

Nothing comes easy in life. They always say "gardens don't grow overnight" and if you're from a small town you know this both figuratively and literally. You certainly know gardens don't grow overnight because you've worked in a garden or two. But you also know that to get to the place you want to be in life it takes work and effort. It doesn't just happen because you want it to.

11. How to be great at giving directions.

If you're from a small town, you know that you will probably only meet a handful of people in your life who ACTUALLY know where your town is. And forget about the people who accidentally enter into your town because of google maps. You've gotten really good at giving them directions right back to the interstate.

12. How to be humble.

My small town has definitely taught me how to be humble. It isn't always about you, and anyone who grows up in a small town knows that. Everyone gets their moment in the spotlight, and since there's so few of us, we're probably best friends with everyone so we are as excited when they get their moment of fame as we are when we get ours.

13. To be well-rounded.

Going to a small town high school definitely made me well-rounded. There isn't enough kids in the school to fill up all the clubs and sports teams individually so be ready to be a part of them all.

14. How to be great at conflict resolution.

In a small town, good luck holding a grudge. In a bigger city you can just avoid a person you don't like or who you've had problems with. But not in a small town. You better resolve the issue fast because you're bound to see them at least 5 times a week.

15. The beauty of getting outside and exploring.

One of my favorite things about growing up in a rural area was being able to go outside and go exploring and not have to worry about being in danger. There is nothing more exciting then finding a new place somewhere in town or in the woods and just spending time there enjoying the natural beauty around you.

16. To be prepared for anything.

You never know what may happen. If you get a flat tire, you better know how to change it yourself because you never know if you will be able to get ahold of someone else to come fix it. Mechanics might be too busy , or more than likely you won't even have enough cell service to call one.

17. That you don't always have to do it alone.

It's okay to ask for help. One thing I realized when I moved away from my town for college, was how much my town has taught me that I could ask for help is I needed it. I got into a couple situations outside of my town where I couldn't find anyone to help me and found myself thinking, if I was in my town there would be tons of people ready to help me. And even though I couldn't find anyone to help, you better believe I wasn't afraid to ask.

18. How to be creative.

When you're at least an hour away from normal forms of entertainment such as movie theaters and malls, you learn to get real creative in entertaining yourself. Whether it be a night looking at the stars in the bed of a pickup truck or having a movie marathon in a blanket fort at home, you know how to make your own good time.

19. To brush off gossip.

It's all about knowing the person you are and not letting others influence your opinion of yourself. In small towns, there is plenty of gossip. But as long as you know who you really are, it will always blow over.

Grateful Beyond Words: A Letter to My Inspiration

I have never been so thankful to know you..

I can't say "thank you" enough to express how grateful I am for you coming into my life. You have made such a huge impact on my life. I would not be the person I am today without you and I know that you will keep inspiring me to become an even better version of myself.

You have taught me that you don't always have to strong. You are allowed to break down as long as you pick yourself back up and keep moving forward. When life had you at your worst moments, you allowed your friends to be there for you and to help you. You let them in and they helped pick you up. Even in your darkest hour you showed so much strength. I know that you don't believe in yourself as much as you should but you are unbelievably strong and capable of anything you set your mind to.

Your passion to make a difference in the world is unbelievable. You put your heart and soul into your endeavors and surpass any personal goal you could have set. Watching you do what you love and watching you make a difference in the lives of others is an incredible experience. The way your face lights up when you finally realize what you have accomplished is breathtaking and I hope that one day I can have just as much passion you have.

SEE MORE: A Letter To My Best Friend On Her Birthday

The love you have for your family is outstanding. Watching you interact with loved ones just makes me smile . You are so comfortable and you are yourself. I see the way you smile when you are around family and I wish I could see you smile like this everyday. You love with all your heart and this quality is something I wished I possessed.

You inspire me to be the best version of myself. I look up to you. I feel that more people should strive to have the strength and passion that you exemplify in everyday life.You may be stubborn at points but when you really need help you let others in, which shows strength in itself. I have never been more proud to know someone and to call someone my role model. You have taught me so many things and I want to thank you. Thank you for inspiring me in life. Thank you for making me want to be a better person.

Waitlisted for a College Class? Here's What to Do!

Dealing with the inevitable realities of college life..

Course registration at college can be a big hassle and is almost never talked about. Classes you want to take fill up before you get a chance to register. You might change your mind about a class you want to take and must struggle to find another class to fit in the same time period. You also have to make sure no classes clash by time. Like I said, it's a big hassle.

This semester, I was waitlisted for two classes. Most people in this situation, especially first years, freak out because they don't know what to do. Here is what you should do when this happens.

Don't freak out

This is a rule you should continue to follow no matter what you do in life, but is especially helpful in this situation.

Email the professor

Around this time, professors are getting flooded with requests from students wanting to get into full classes. This doesn't mean you shouldn't burden them with your email; it means they are expecting interested students to email them. Send a short, concise message telling them that you are interested in the class and ask if there would be any chance for you to get in.

Attend the first class

Often, the advice professors will give you when they reply to your email is to attend the first class. The first class isn't the most important class in terms of what will be taught. However, attending the first class means you are serious about taking the course and aren't going to give up on it.

Keep attending class

Every student is in the same position as you are. They registered for more classes than they want to take and are "shopping." For the first couple of weeks, you can drop or add classes as you please, which means that classes that were once full will have spaces. If you keep attending class and keep up with assignments, odds are that you will have priority. Professors give preference to people who need the class for a major and then from higher to lower class year (senior to freshman).

Have a backup plan

For two weeks, or until I find out whether I get into my waitlisted class, I will be attending more than the usual number of classes. This is so that if I don't get into my waitlisted class, I won't have a credit shortage and I won't have to fall back in my backup class. Chances are that enough people will drop the class, especially if it is very difficult like computer science, and you will have a chance. In popular classes like art and psychology, odds are you probably won't get in, so prepare for that.

Remember that everything works out at the end

Life is full of surprises. So what if you didn't get into the class you wanted? Your life obviously has something else in store for you. It's your job to make sure you make the best out of what you have.

Navigating the Talking Stage: 21 Essential Questions to Ask for Connection

It's mandatory to have these conversations..

Whether you met your new love interest online , through mutual friends, or another way entirely, you'll definitely want to know what you're getting into. I mean, really, what's the point in entering a relationship with someone if you don't know whether or not you're compatible on a very basic level?

Consider these 21 questions to ask in the talking stage when getting to know that new guy or girl you just started talking to:

1. What do you do for a living?

What someone does for a living can tell a lot about who they are and what they're interested in! Their career reveals a lot more about them than just where they spend their time to make some money.

2. What's your favorite color?

OK, I get it, this seems like something you would ask a Kindergarten class, but I feel like it's always good to know someone's favorite color . You could always send them that Snapchat featuring you in that cute shirt you have that just so happens to be in their favorite color!

3. Do you have any siblings?

This one is actually super important because it's totally true that people grow up with different roles and responsibilities based on where they fall in the order. You can tell a lot about someone just based on this seemingly simple question.

4. What's your favorite television show?

OK, maybe this isn't a super important question, but you have to know ASAP if you can quote Michael Scott or not. If not, he probably isn't the one. Sorry, girl.

5. When is your birthday?

You can then proceed to do the thing that every girl does without admitting it and see how compatible your zodiacs are.

6. What's your biggest goal in life?

If you're like me, you have big goals that you want to reach someday, and you want a man behind you who also has big goals and understands what it's like to chase after a dream. If his biggest goal is to see how quickly he can binge-watch " Grey's Anatomy " on Netflix , you may want to move on.

7. If you had three wishes granted to you by a genie, what would they be?

This is a go-to for an insight into their personality. Based on how they answer, you can tell if they're goofy, serious, or somewhere in between.

8. What's your favorite childhood memory?

For some, this may be a hard question if it involves a family member or friend who has since passed away . For others, it may revolve around a tradition that no longer happens. The answers to this question are almost endless!

9. If you could change one thing about your life, what would it be?

We all have parts of our lives and stories that we wish we could change. It's human nature to make mistakes. This question is a little bit more personal but can really build up the trust level.

10. Are you a cat or a dog person?

I mean, duh! If you're a dog person, and he is a cat person, it's not going to work out.

11. Do you believe in a religion or any sort of spiritual power?

Personally, I am a Christian, and as a result, I want to be with someone who shares those same values. I know some people will argue that this question is too much in the talking stage , but why go beyond the talking stage if your personal values will never line up?

12. If you could travel anywhere in the world, where would it be?

Even homebodies have a must visit place on their bucket list !

13. What is your ideal date night?

Hey, if you're going to go for it... go for it!

14. Who was/is your celebrity crush?

For me, it was hands-down Nick Jonas . This is always a fun question to ask!

15. What's a good way to cheer you up if you're having a bad day?

Let's be real, if you put a label on it, you're not going to see your significant other at their best 24/7.

16. Do you have any tattoos?

This can lead to some really good conversations, especially if they have a tattoo that has a lot of meaning to them!

17. Can you describe yourself in three words?

It's always interesting to see if how the person you're talking to views their personal traits lines ups with the vibes you're getting.

18. What makes you the most nervous in life?

This question can go multiple different directions, and it could also be a launching pad for other conversations.

19. What's the best gift you have ever received? 

Admittedly, I have asked this question to friends as well, but it's neat to see what people value.

20. What do you do to relax/have fun?

Work hard, play hard, right?

21. What are your priorities at this phase of your life?

This is always interesting because no matter how compatible your personalities may be, if one of you wants to be serious and the other is looking for something casual, it's just not going to work.

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Learning to Dance Made Me A Better Writing Teacher

NCTE 10.17.20 Teaching Writing

This post by member Lori Ayotte was first published in 2017. 

Teaching high school sophomores how to use an apostrophe can be the bane of my existence. Sometimes, I cringe when they plant commas willy-nilly in their essays.

English teachers lament how after weeks of writing instruction, some students do the opposite of what we have taught. Occasionally, a teenager’s rewrite winds up worse than the original. Some pupils master a skill in one assignment, and, in the next, struggle to execute that same skill.

My perspective of the learning process changed when I learned to ballroom dance at age 38. I rediscovered how it feels to be a beginner in a new discipline after being a veteran in front of the classroom.

Teaching the art of writing can be frustrating. Learning the art of dance is equally as daunting, however.

To dance well, I had to master the rhythmic equivalent of writing well. In composing a compound-complex sentence, for example, I have to use commas properly. In dancing, I have to insert proper punctuation with my body as I move to the melody. Once, during a cha cha, I moved without pausing and my teacher commented that I had just “danced a long, run-on sentence.”

For me, that was an epiphany. I now use what I have learned as a dance student to shape my practices and philosophies as a writing teacher.

Instilling Passion

My passion for dance began when my grandmother introduced me to MGM musicals with screen legends such as Fred Astaire, Ginger Rogers, and Gene Kelley. I loved watching the glamour of the sweeping ball gowns and the sophistication of the smoothly-paced foxtrot. As a toddler, I’d grab my raincoat, pop open an umbrella and prance around the house, belting out “Singing in the Rain.”

It’s challenging to awaken students’ passion for writing when many dread it. In my classroom, providing a variety of writing approaches eases this fear. Some teens love free writes, but others quake in the face of open-endedness. Those who crave creativity but need structure enjoy mimetics, such as a personal essay that mirrors Charles Dickens’s famous paragraph of contrasts: “It was the best of times, it was the worst of times.” Students who hate personal writing can explore the life of someone they love by conducting a one-to-one interview and reflecting upon it. More practical-minded teens eagerly approach my resume unit; they are sold on real-world application. For those who shun writing altogether, composing digital videos or drawing comics can be a first step toward telling a story. Each of these modes fits under the vast writing umbrella, and each can spark an appreciation for the craft.

Bad Writers Can Improve

As teachers, it’s dangerous to assume that bad writers will not improve much. Before I took lessons, I was a bad dancer. Friends compared me to Seinfeld character Elaine Benes, not only for our petite stature and curly hair, but also for her dance moves as a “full body dry heave set to music.”

During my first dance lesson, I thought, “I’ll be lucky if I last six months.” (How often do we hear some students say, “I’ll be lucky if I pass”?) Soon, I learned the basic steps of several dances, which gave me an elementary vocabulary with which I could move around the floor: a box step, a back rock, an underarm turn. I loved it. With practice, I improved, eventually performing in recitals and competitions. Thus, with effort, our weakest student writers can become competent too, and it is important for teachers to recognize even the smallest writing progress as major gains.

Respecting the Learning Process

As I continued dancing, a basic vocabulary was not enough. Technique played a greater role. Just as an essay cannot properly stand without certain elements – an introduction, body paragraphs, a conclusion – I could not properly stand without a proper frame and connection with my partner.

It is impossible to learn everything at once. I learn a new step, and minutes later, I forget it. I work on hip movements weekly, but I still struggle to execute them naturally. If I focus only on hips, I may momentarily forget about arms or footwork.

I have discovered that when a student works on one skill, a related skill temporarily weakens. At times we may feel as if students are stagnating, but that is how any learning happens — with advances, stalls and backtracks along the journey.

Six years after that first lesson, I have become an advanced dancer, at last wearing ball gowns I once would have merely admired. This transformation happened because I practiced between five to 10 hours every week. I estimate that I have already been dancing for a few hundred hours more than my 10 th grade students have sat through ELA classes in their academic lives. ELA addresses reading, writing, speaking, and listening skills, so my students have spent a relatively small amount of time specifically on writing and grammar. I can’t expect mastery or even proficiency in many writing areas – my students have not yet committed those skills to their brains’ muscle memories.

Now when I read my students’ essays, I am more empathetic. I innately understand that they are novices who need hundreds more hours before they can carry out all components of writing: content, detail, organization, style, spelling, grammar, tone, voice, word choice, sentence variety. Now I give them much more time to write in class – where I can guide them — and much more variety in assignments so they can continually practice and play with words. I also write with them as often as possible so I can understand how long it takes to come up with a topic or the best way to organize our thoughts to suit the prompt.

One of the best professional development activities I’ve experienced had nothing to do with pedagogy or my content area. Dancing has taught me how to learn and, thus, how to teach.

Lori Ayotte is a 10 th -grade ELA teacher at Sharon High School in Massachusetts. She also teaches a graduate course for teachers in writing instruction. She has been published in The New York Times, Rhode Island Public Radio, English Journal, and The Sun Magazine.

It is the policy of NCTE in all publications, including the Literacy & NCTE blog, to provide a forum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, the staff, or the membership at large, except in announcements of policy, where such endorsement is clearly specified.  

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How to Incorporate Your Dance Experience in Your College Essays

Of the many moving parts of a college application, the essay might be the most daunting. But consider yourself luckier than other applicants, because your dance experiences can only help you craft a winning essay—whether or not you’re planning to pursue a dance major.

If You’re Going to Major

If you’re gunning for a highly focused dance program, you might think that the audition is the most important component of your application. But don’t neglect to express your dance goals clearly in a general admissions or scholarship essay, says Megan Slayter, chair and associate professor of dance at Western Michigan University. “Just like any department across any university, we’re looking for good grammar, punctuation, and sentence structure,” she says. “Beyond strong written communication skills, we’re looking for your sense of identity as a dancer—that you know who you are and who you want to be as an artist, and why you think we can help you achieve that.”

Cite specific aspects of the college’s dance department that excite you—unique artistic or research resources, or a particular emphasis in the dance major that intrigues. But don’t just tell a university what you think they want to hear. “Over-the-top language that compliments our school doesn’t tell me about you,” Slayter says. “I question the authenticity of a student who tells me, ‘This is the best dance department ever and I can’t imagine being anyplace else!'”

If You’re Not Going to Major

Even if you don’t plan to major in dance, your years of dedication in the studio can show an admissions department why you’d be a great addition to their student body. “Your experience in dance has shaped who you are,” Slayter says. “Dance is a unique voice you can share with an admissions officer to talk about overcoming adversity, working hard to achieve your goals, and sharing a part of yourself with others.”

If you choose to focus on dance in your admissions essay, consider who’s reading your words—usually, non-dancers in the admissions department—and take care to translate your dance life to the language of college life. “Dance builds leadership skills, communication, collaboration, and creativity,” Slayter says. “For example, think about any time you’ve had a large, traveling spatial pattern onstage and have had to figure out who’s crossing up- and downstage. That’s problem-solving!” Brainstorm the skills you’ve built onstage and in rehearsals, and use your essay to prove how those experiences have prepared you for a successful college career—in or out of the studio.

A version of this story appeared in the November 2017 issue of Dance Spirit with the title “Essay All Day.”

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Teaching the Dance Class: Strategies to Enhance Skill Acquisition, Mastery and Positive Self-Image Lynda M. Mainwaring, Ph.D., C.Pysch., and Donna H. Krasnow, M.S. Journal of Dance Education � Volume 10, Number 1, 2010. Abstract Effective teaching of dance skills is informed by a variety of theoretical frameworks and individual teaching and learning styles. The purpose of this paper is to present practical teaching strategies that enhance the mastery of skills and promote self-esteem, self-efficacy, and positive self-image. The predominant thinking and primary research findings from dance pedagogy, education, physical education and sport pedagogy, and psychology are distilled into 16 guidelines for teaching dance. Subsequently, theoretically and empirically informed strategies for best teaching practices are explored by reference to three broad categories: 1. clarifying the process and goals of the class, 2. discussing various influences that affect the dancer�s progress, and 3. clearly defining the class structure and content. Effective teaching of dance skills is informed by a variety of theoretical frameworks, strategies, and individual styles. Critical pedagogy identifies a range of teaching styles from a command style (authoritarian), in which the teacher makes all the decisions, to a student-centered style, directed by student decision-making. In addition to various teaching styles there are multiple ways to structure a dance class, ranging from classes devoted exclusively to skill acquisition to classes with a primary focus on developing personal and inter-personal skills. Class structure is determined by the teacher�s expertise and her or his approach to the class. Just as dance educators have varied strengths, abilities, values, personalities, and constraints that influence how they teach, students also differ in ability, talent, personality, and learning styles. Can we identify styles of teaching and learning that optimize both skill acquisition and the development of high self-esteem and personal growth in dancers? Are there methods for designing and delivering dance class that can simultaneously enhance mastery of skills while promoting self-esteem and positive self-image? A variety of disciplines and numerous theories within each discipline provide insight and knowledge that inform best teaching practices. These include dance pedagogy, education, physical education and sport pedagogy, and psychology. Mosston�s Spectrum of Teaching Styles[1] (a continuum from teacher-directed to student-directed styles) has been the single most influential model of teaching for physical education pedagogy. It developed from Mosston�s philosophy that physical attributes such as agility, balance, flexibility, endurance, strength, and relaxation were at the root of the development of physical performance and could be developed by gradual sequences of movement. 1. It was based on two processes: individualized learning and the cognitive processes. 2. In the original model, the ultimate goal for teachers and teaching was fostering independent thinking and decision-making.[2] While the goal has remained the same, contemporary revisions [3-5] are not hierarchical and allow for more fluidity between various approaches. In other words, there is no one best method. Similarly, the study of the learning process has resulted in numerous taxonomies and inventories,[6-10] and no one classification system is thought better than any other; psychologists and educators have yet to identify the best method for learning despite numerous attempts to identify various styles or approaches to the learning process. To date, there has been no comprehensive attempt to integrate the literature from these various disciplines with respect to teaching and learning to create a model for dance pedagogy. Gibbons[11] specifically applied Mosston and Ashworth�s revised Spectrum of Teaching Styles to dance, and Puretz[12] and Skrinar[13] emphasized the importance of applying motor learning theory to teaching the dance technique class. Currently, there is no integrated theoretical or evidence-based model for teaching dance that encompasses theories and principles from a broad range of disciplines. Therefore, the main points from contemporary research on teaching and learning styles have been distilled into 16 guidelines for teachers and are presented in Table 1. The guidelines are then discussed by means of practical strategies, and specific examples are described. There are many strategies teachers can employ to achieve the goals established by the guidelines in Table 1. These goals are to encourage students to learn and develop mastery while they develop positive self-esteem and remain passionate about dancing. The ability of a dancer to master a particular skill or technique depends on many factors: physical ability, motor and kinesthetic feedback and learning processes, physical practice, mental practice for skill enhancement, sufficient physiologic rest,[14] motor memory consolidation, appropriate breakdown and acquisition of complex skills, growth and development, knowledge of results through appropriate external feedback mechanisms, and an environment that facilitates learning and a sense of joy and purpose. One of the most comprehensive and prominent theories of how humans acquire mastery, learn values, regulate themselves, and are motivated is Social Cognitive Theory.[15] A social-cognitive perspective emphasizes the interaction between a person�s thinking and behavior and her or his social environment. Its main tenets state that people learn by observing others; learning is an internal process that may, or may not, change behavior; people behave in ways to attain goals; behavior is self-directed; and reinforcement effects behavior and learning.[16] Table 1 Guidelines for Dance Teaching and Learning Process and Goals 1. SMART Planning: Encourage students to set specific, measureable, age-appropriate, realistic, and timetargeted goals 2. Decision-Making by Objective: Provide variety in decision-making aspects of class and identify the objectives to be met by each task 3. Optimizing the Self Within Community: Recognize individual differences and optimize individual potential; encourage students to work in collaboration with peers 4. Ritualizing Respect: Foster an environment of mutual, reciprocal and self-respect in and out of the classroom Influences Affecting the Dancer 5. Mentoring: Embody the qualities of a positive leader and role model 6. Nurturing the Learner: Provide positive reinforcement and constructive criticism in ways the student can develop skill mastery and comprehension of principles 7. Creating Fun and Challenges for All: Foster an enjoyable, challenging atmosphere for learning and experience 8. Empowering the Self: Recognize and positively reinforce the dancer for personal qualities and contributions to the class; empower students to feel good about their bodies and their self development 9. Focusing on the Task: Encourage students to focus on the task at hand and not the outcome or social or inter-personal comparisons 10. Thinking about Learning: Provide opportunities for students to explore personal metacognitive strategies (�How do I learn?� activities and discussion) Structure and Content of the Class 11. Building Foundations: Build foundations of domain specific knowledge in progressive sequence and with complementary background information 12. Mixing and Matching: Provide opportunities to learn or process information in various ways across learning tasks and situations, including somatic and analytic strategies, and contextual variety 13. Developing Body Awareness: Provide somatic experiences, information and opportunities 14. Enhancing Body Image: Provide opportunities to discuss and reinforce healthy body image and supportive strategies in terms of nutrition and conditioning 15. Embracing the Safe and Sound: Ensure safe practices are established and based on sound scientific, medical and/or empirical evidence regarding alignment work and prevention and management of injuries 16. Creating Enlightened Practice: Provide constructive feedback and incorporate appropriate repetition

Process and Goals of the Dance Class

Influences that affect the dancer?s progress, structure and content of the class.

Dance teacher application essay

• Reading time: 2 minutes
• Price: Free download
• Published: 5th July 2019
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This letter is in application for the position advertised as an Assistant Dance Teacher at St Catherine’s School, Waverley, on Thursday 12th February. My interest in this occupation stems from my genuine love and passion for dance and working with children, as well as a desire to gain work experience.

My employment background is extensive as I have worked in many areas in the workforce, many that are specifically similar to this occupation that works especially with children. I have thorough experience in working with children, for a strong five years I have single-handily taken care of children aged 2 and up.

In addition to general babysitting, I have had experience in working with children as part of my Duke and Edinburgh Bronze Award at St Catherine’s Junior School at the afterschool care program in 2014 and also this year in 2015, completing my silver award. I have also completed volunteer work at Dubbo Neighbourhood Centre in 2014, working with children in after school care and vacation care. From this experience, I have gained many skills as well as knowledge about how to care for children.

In addition to this, I have a broad dance background as I have dancing since age three. I have studied many different styles of dance many studios such as Dubbo Ballet Studio, Dance Academy, Dubbo City Performing Arts Studio and Stc Studios, which I still currently do. Over the years that I have been dancing, I have competed in countless eisteddfods, dance camps, musicals, performances and classes where I have gained many essential technical and performance skills, knowledge and experience.

On top of this, throughout my work history, I have displayed awareness and a passion for safety in the workplace as it is as I believe it is a vital skill of working in any workplace therefore I would strive to make sure the children were always safe.

In terms of my skills that I possess that are required for this job, I am an extremely confident, efficient and very enthusiastic quick learner. I have significant experience and understanding of dance and working with children. I have excellent communication skills and am a highly organised and dedicated student. Please see my attached resume for further information.

I would appreciate the opportunity to work for this highly regarded studio. I am available most week day afternoons and mornings, as well as weekends if necessary. Please don’t hesitate to contact me on [xxx] or on [xxx] to deliver information and/or to arrange a meeting regarding my application.

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Guest Essay

An Octopus Took My Camera, and the Images Changed the Way I See the World

By Craig Foster

Mr. Foster’s film, “My Octopus Teacher,” won the Academy Award for best documentary feature in 2021. He wrote from Simon’s Town, South Africa.

I was gifted with a new way of seeing the day I got mugged underwater. I had been filming creatures living in the Great African Sea Forest off the coast of South Africa about a year ago when my camera was grabbed straight out of my hands by a young octopus thief. Wrapping her arms around her bounty, she zoomed backward across the ocean floor.

This was not the first time I’d found myself at the mercy of an eight-armed robber. A couple of years earlier, another curious octopus stole the wedding ring off my wife’s finger, never to be recovered. Octopuses love novel shiny things. Peering into their dens, I’ve found earrings, bracelets, spark plugs, sunglasses and a toy car with a revolving cylinder that the octopus spun round and round with its suckers.

As I wondered how to get my camera back without alarming my young friend, something surprising happened. She turned the camera around and began to film my diving partner and me.

The intriguing images she captured — videos of her own arms draped over the camera lens with our bodies in the background — had a profound effect on me. After many years filming octopuses and hundreds of other animals that call the Sea Forest home, for the first time I was seeing the world — and myself — from her perspective.

We must have looked strange to her in our masks and with our underwater flashlights. But in that moment I remembered that despite all our technology, we are not so different from our animal kin. Every breath of air, every drop of water, every bite of food comes from the living planet we share.

Monday is Earth Day, and I am tempted to ask myself how humanity can save our wild planet and undo the devastation we have unleashed upon the natural world. Where I live, in the Cape of Good Hope, I am privileged to be surrounded by nature, but we are grappling with pollution and dwindling numbers of shellfish, fish, raptors and insect species. Worldwide, we are at a tipping point with an estimated 69 percent decline in wildlife populations.

When I consider the vast network of living creatures on earth, it’s clear that “saving the planet” is the wrong goal. Unless earth gets obliterated by an asteroid or experiences some similar catastrophic event, the planet could go on for several billion years. But without the biosphere that makes it possible for us to eat and breathe, humanity could not survive.

The question we should be asking is what caused the precipitous increase in species loss and what can we do to reverse it. To me, it all started when we disconnected from our wild origins. While agricultural and technological revolutions have enabled massive population growth and innovation , they have also instilled the belief that we can control nature, that our planet is an infinite resource to be mined for our advancement, comfort and entertainment.

Today 56 percent of the world population lives in urban areas, a percentage expected to grow to nearly 70 percent by 2050 . That means that more than half of us are cut off from reminders that we are still part of nature and utterly dependent on its health. It’s only when something truly devastating happens, like the recent flooding in Dubai, that we remember that even the greatest human advancements can be brought to a standstill by nature’s power.

I am not calling for us to leave all modern comforts behind, just pleading for us to get to know nature better, rather than try to “save” her.

In the past decade I have taken more than 4,000 dives in the Sea Forest. My encounters with mollusks, sharks and jellyfish there have convinced me that there is much we will lose if we do not value the tremendous abundance of life on earth.

We do this first by protecting biodiversity hot spots and by restoring degraded ecosystems; the enormous regenerative power I see every day in nature is what gives me hope for the future. It also means learning from and supporting Indigenous people who protect 80 percent of the world’s biodiversity and who have, over millenniums, developed many innovative ways to live with the land and sea. One promising example of partnership is a recent grant from the National Science Foundation to support collaboration between Indigenous ecological knowledge and Western science.

Activities that cause long-term destruction of the sea and earth, such as strip mining , deep sea mining and industrial trawling, need to be halted immediately. Farming methods have to change, with greater emphasis on soil recovery and regeneration . We must continue to find alternatives to fossil fuels and push for a worldwide reduction in the production and use of plastics.

But each of us has a role to play, too; it starts with challenging ourselves to reconnect with the wild. So much of our modern world seems designed to tame us: to dull our minds, to separate us from the natural world, to convince us that what will help us survive is more consumption.

Like my octopus friends, we fill our houses with shiny new things. But our piles of stuff are much bigger and the cost of acquisition much greater.

We can break free of this tame conditioning. When we dedicate even just a few minutes per day to observing wild creatures on their own terms, in their own homes, regardless of where we live, we connect with the concept of biodiversity not simply on an intellectual level but also on an emotional level. We see the world differently — and ourselves, too.

How strange it is that one silly primate can see itself as separate from all those it shares this world with. What might happen if we remembered we are a part of this wild world — and let that understanding and humility guide every choice we make?

Craig Foster is a co-founder of the Sea Change Project and the author of the forthcoming “Amphibious Soul: Finding the Wild in a Tame World.” His film “My Octopus Teacher” won the Academy Award for best documentary feature in 2021.

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Amanda Hoover

Students Are Likely Writing Millions of Papers With AI

Students have submitted more than 22 million papers that may have used generative AI in the past year, new data released by plagiarism detection company Turnitin shows.

A year ago, Turnitin rolled out an AI writing detection tool that was trained on its trove of papers written by students as well as other AI-generated texts. Since then, more than 200 million papers have been reviewed by the detector, predominantly written by high school and college students. Turnitin found that 11 percent may contain AI-written language in 20 percent of its content, with 3 percent of the total papers reviewed getting flagged for having 80 percent or more AI writing. (Turnitin is owned by Advance, which also owns Condé Nast, publisher of WIRED.) Turnitin says its detector has a false positive rate of less than 1 percent when analyzing full documents.

ChatGPT’s launch was met with knee-jerk fears that the English class essay would die . The chatbot can synthesize information and distill it near-instantly—but that doesn’t mean it always gets it right. Generative AI has been known to hallucinate , creating its own facts and citing academic references that don’t actually exist. Generative AI chatbots have also been caught spitting out biased text on gender and race . Despite those flaws, students have used chatbots for research, organizing ideas, and as a ghostwriter . Traces of chatbots have even been found in peer-reviewed, published academic writing .

Teachers understandably want to hold students accountable for using generative AI without permission or disclosure. But that requires a reliable way to prove AI was used in a given assignment. Instructors have tried at times to find their own solutions to detecting AI in writing, using messy, untested methods to enforce rules , and distressing students. Further complicating the issue, some teachers are even using generative AI in their grading processes.

Detecting the use of gen AI is tricky. It’s not as easy as flagging plagiarism, because generated text is still original text. Plus, there’s nuance to how students use gen AI; some may ask chatbots to write their papers for them in large chunks or in full, while others may use the tools as an aid or a brainstorm partner.

Students also aren't tempted by only ChatGPT and similar large language models. So-called word spinners are another type of AI software that rewrites text, and may make it less obvious to a teacher that work was plagiarized or generated by AI. Turnitin’s AI detector has also been updated to detect word spinners, says Annie Chechitelli, the company’s chief product officer. It can also flag work that was rewritten by services like spell checker Grammarly, which now has its own generative AI tool . As familiar software increasingly adds generative AI components, what students can and can’t use becomes more muddled.

Detection tools themselves have a risk of bias. English language learners may be more likely to set them off; a 2023 study found a 61.3 percent false positive rate when evaluating Test of English as a Foreign Language (TOEFL) exams with seven different AI detectors. The study did not examine Turnitin’s version. The company says it has trained its detector on writing from English language learners as well as native English speakers. A study published in October found that Turnitin was among the most accurate of 16 AI language detectors in a test that had the tool examine undergraduate papers and AI-generated papers.

Matt Burgess

Steven Levy

Schools that use Turnitin had access to the AI detection software for a free pilot period, which ended at the start of this year. Chechitelli says a majority of the service’s clients have opted to purchase the AI detection. But the risks of false positives and bias against English learners have led some universities to ditch the tools for now. Montclair State University in New Jersey announced in November that it would pause use of Turnitin’s AI detector. Vanderbilt University and Northwestern University did the same last summer.

“This is hard. I understand why people want a tool,” says Emily Isaacs, executive director of the Office of Faculty Excellence at Montclair State. But Isaacs says the university is concerned about potentially biased results from AI detectors, as well as the fact that the tools can’t provide confirmation the way they can with plagiarism. Plus, Montclair State doesn’t want to put a blanket ban on AI, which will have some place in academia. With time and more trust in the tools, the policies could change. “It’s not a forever decision, it’s a now decision,” Isaacs says.

Chechitelli says the Turnitin tool shouldn’t be the only consideration in passing or failing a student. Instead, it’s a chance for teachers to start conversations with students that touch on all of the nuance in using generative AI. “People don’t really know where that line should be,” she says.

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NEWS... BUT NOT AS YOU KNOW IT

Primary teacher sacked for letting children do a TikTok dance

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A primary school teacher has been sacked after she taught pupils as young as nine how to do a TikTok dance.

Georgia Rogers had been a teacher at West Grantham Church of England Primary Academy in Grantham, Lincolnshire since 2019.

She was fired after bosses found she had ‘condoned’ underage use of the social media app – as children must be at least 13 to use it.

The children in her calss wanted to show her a TikTok dance on the last day of term in July 2021.

Miss Rogers agreed and said she would teach them the moves as she used to be a dance teacher, and she recorded it on the school’s iPad.

This video was not uploaded onto any social media site, but the panel said this was evident that the children had been viewing TikTok.

They asked another teacher if they could film a TikTok video and when they were told they weren’t allowed, they replied ‘well Miss Rogers did’.

Miss Rogers should have reported their use of the app as a safeguarding concern and an investigation into her condact found a pattern of small indiscretions which ‘make a bigger concerning picture’.

On March 10, 2022, the teacher was dismissed as the investigators found Miss Rogers overall behaviour amounted to gross misconduct.

She was told: ‘The panel… felt that this could be seen as condoning pupils to use a social media site that was not appropriate for 10-year-olds.

‘Furthermore, despite knowing that the students were using TikTok you did not raise this as a safeguarding concern, which you acknowledged you should have done.’

Miss Rogers sued the school, claiming unfair dismissal and disability discrimination as she said she had PTSD, but her claims were rejected – despite an employment judge saying the investigation into the TikTok allegation was ‘flawed’.

Employment Judge Victoria Butler said Miss Rogers was ‘undoubtedly a committed teacher who enjoyed her job’ with a previous ‘unblemished disciplinary record’.

EJ Butler concluded the school’s investigation into the TikTok allegation was ‘flawed’ and as a result the allegation itself did not result in ‘gross misconduct’.

However, the tribunal found dismissing Miss Rogers in relation to the other allegations was the ‘reasonable response’ and her claims were not upheld.

Get in touch with our news team by emailing us at [email protected] .

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