Dance can be taught in many ways, through many forms, and with many purposes. As an educator, I am responsible for creating and delivering content that will teach students about their physical bodies and help them develop kinesthetic and emotional awareness through dance. I believe students should learn at a developmentally appropriate level how to listen and understand what their bodies and minds need, want, and are doing. By focusing on moving the body expressively, students can quickly analyze, experience, and adapt to various dance styles or physical activities. Developing the connection between the physical and mental allows students to understand their individual identities through dance.

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There are many reasons why a body-focused approach to teaching dance is beneficial for students. One of the most prevalent reasons is that it educates students about their bodies and how they work. This is a necessary part of a child’s education; all students and people live in their bodies for the entirety of their life, understanding how they operate is extremely beneficial in and out of dance contexts. By teaching students to understand and interpret movement through a body-focused perspective, they will be more adept at learning and achieving new forms of movement. They will have the tools to watch, assess, and adapt their movement to fit the requirements of a given style or form. This method of teaching is also inherently connected to mental and emotional awareness; students with an understanding of what their body and minds are feeling and doing are better equipped to succeed. 

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Looking specifically at teaching practices, a dance classroom must have a balance of student and teacher-led learning. Although it is my job to deliver information and answer questions that may come up, kinesthetic learning can only be done through personal exploration and experience. Instruction can and will be adapted based on the students’ interests, experiences, and overall understanding of the content. This also creates opportunities to embed creative practice and problem solving within the classroom; although state standards require specific units on these ideas, including them in all lessons helps students understand the broader application and necessity of dance education. The dance classroom is a unique space that allows for this type of instruction, which is highly beneficial for students.

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Finally, a successful dance classroom should be a positive, supportive environment for children. In this space, they will learn about their bodies and how those bodies and minds interact with others. They will explore new ideas, ask questions, and take risks. It’s a space where students are welcomed as they are and encourages them to be the best they can be. To achieve that type of environment, community building is a necessary practice. Both students and teachers must actively participate in the community and lessons. From the teacher’s perspective, it’s my responsibility to design, deliver, and assess appropriate content and facilitate opportunities for peer engagement. I must be able to adapt and effectively give information, and be able to creatively solve any challenges that come up. Additionally, I will be aware and considerate of the various experiences that students have had or are having in their lives outside the classroom. By doing this, student growth becomes possible. The best classroom experiences come from mutual respect between students and teachers; students should and will leave feeling successful, and I will make every effort to make sure that happens.