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DANCE TEACHING METHODS My experience as a tutor in dance exceeds 30 years - and time seems to be running out - at the rate these years seem to be flying by! During this time I have taught many a student, from both very young children to adults as old as 70! And most have performed in recitals or performed in competitions in teams/troupes and individual solos each year. The excitement of dressing up and enjoying the practices is all part of the entertainment world! Dance teaching methods in a group situation requires a certain balance to bring the abilities of individuals together into one group performance. It may require extra practise by some pupils compared to others. Sometimes it requires suitable choreography to cater to the mix of pupils' abilities that can sometimes occur within a group situation. For the serious dedicated and enthusiastic dancer who enjoys the competitive environment, certainly teaching methods include more defined approaches, given that every detail of an individual's performance needs to be of a very high standard, but within the capabilities of that pupil. Absolute fine tuning is necessary and can involve many hours of practising to get everything in tip top order. From an exam point of view, many ex pupils have successfully passed jazz and tap exams over the years using the old English (BBO) system and in recent years the new American Tap and Jazz Syllabus (NZAMD) that was designed by Keith Clifton (ex LA Dance Force member). Teaching methods used for exam work although concise, requires a knack in the way this work is taught. This requires each individual to dance in time, commence at the appropriate time, and finish at the correct time. Again, repetition and lots of practise often leads to successful outcomes. There is very little variation allowable in the set work prescribed in the exam syllabus. The tutor needs to be careful in determining which individuals are suited to what level of work in order for successful passes to be achieved. In some cases though, even marginal pupils have pulled out "all the stops" and risen to the occasion with surprising results! Own dance choice options gives more flexibility regarding the selection of steps performed, that is, if the set dance routine is not chosen. Whilst there are many successful stories I could tell as a result of teaching, teaching dance does not mean "having" to perform, compete or even sit exams. There are many successful stories that exclude competitions and exams! Teaching dance allows children and adults to learn a skill and for some, learning to dance for personal satisfaction and enjoyment is all they desire. Sometimes though, sitting exams, or performing publicly gives some measure of success. There is a certain amount of methodology required when teaching and most recipients vary in the way in which they respond to being taught. For some, it is the arduous task of co-ordinating the arms and foot work together, let alone the use of head, arms and body, particularly for beginners. There is no "quick fix" solution either. This can be particularly frustrating to the pupil and sometimes requires encouragement and positive building in other areas to compensate. It simply boils down to "practise". And they do master these sometimes tricky tasks, not so much "overnight", but over a period of time! I therefore adapt my teaching methods to meet the needs of the pupil. It is in the way I teach as opposed to a applying a "standard formula" or method for all, that captures the enthusiasm of the pupil. I utilise several techniques to avoid singling out an individual. Quite often individuals have varying abilities, so whilst one may not be so good at using their arms, they might though have quite good clarity of beating. For another, their beating may lack clarity, but have quite good arm work. For me, teaching pupils has to be in a way that pupils find they can learn to dance in the most easiest way possible so they can benefit from the joys of learning. As well as teaching skills in dance, is the ability to teach an individual to dance in time! This is sometimes not an easy task. Again various methods are used along with appropriate music tempos to assist. From past experience, pupils usually overcome any timing problems they may have, but it can take a period of time before an individual develops a "sense of timing". Pupils with timing difficulties usually benefit from dancing in a group situation as they tend to "stick" to the bunch (time wise!). Progressive learning is also the most accepted way of learning dance - one has to be skilled in certain areas before they an move on to other more advanced skills. As more steps and components of steps are learned, variations can then begin to incorporate different rhythms. At times more difficult work is introduced so that individuals can strive to achieve these tasks. Although it may take longer, it can sometimes allow the base work to appear to be more "simple". I have often heard not all "qualified" performers make good teachers. It doesn't matter what sort of qualifications one has - although I guess it helps - but if the tutor can't relate to a pupil and communicate and explain things well (let alone being encouraging and sharing the pupil's enthusiasm in learning) - then it could actually have a detrimental affect on a pupil. To me it's not a question of "what" you teach, but "how" you teach! I know of some teachers (in NZ) who put an extreme amount of pressure on pupils, particularly in the competitive arena, - to the point that a pupil may be in tears if they consider they have performed badly. I often think to myself "what has happened to the enjoyment of performing?" - why oh why should everything have to be so "perfect and proper"? Yes, it is the ultimate, but at what cost? Success is better measured in a self improvement capacity, not necessarily through winning something! I feel I can give children and adults the opportunity to enjoy learning to dance. I'm fairly easy going - and likeable to kids and adults, but I also indirectly use methods that allow individuals to achieve. It is so much fun to see people young and old enjoy the benefits of learning to dance. I have had devoted "mums" and pupils in the past and whilst they sometimes compare their child's abilities against others, usually their encouragement to support their child and with the child's commitment to practise can often satisfy the eventual success that can be achieved. There are occasions too, when parents and/or children believe that the "grass seems to be greener" on the other side. In fact it can take several years of dedication and lots of practice for an individual to become a very accomplished dancer. For this reason alone, no comparison can really be made between two dancers because there are so many things we don't know about that has resulted in a person performing at the level they are. What I can tell you is that I believe I can teach anyone to be an extremely accomplished dancer (particularly in tap) and have them achieve well - but with that comes the dedication, support and encouragement from both the parent and child - and in some cases a number of years training! Other circumstances arise where the pupil who is learning, is not always the one who wants to learn. This might sound crazy! But it happens! Sometimes the parent is keen for their child to learn, possibly in hope that their child will develop an interest in dance, or at least expose them to what dancing is all about. But sometimes it could be because the parent missed the opportunity of learning dance when they were young and hope their child will gain the skills that the parent didn't get to achieve. Again, for whatever reason the pupil is enrolled, it is my job as tutor to have them enjoy coming to lessons and see dance as a "fun" thing to do. Whether they develop an "inner desire" to become the "best" is entirely up to the individual. I can't "make" children practise, but encouragement does go along way of course! What I can do is provide an opportunity for individuals to achieve well and if they practise, they will achieve. My view with regard to dance competitions is to simply enjoy performing, and if one does well - for it to be considered as a bonus. I say this, because in so many cases success is based on a judge's preference, be there two judges, but - in most cases one judge. If someone from the audience can come up to you and say "I really enjoyed your item", then you have achieved - and in most cases it can even be better than "winning". A competitive environment can sometimes be quite demanding and stressful at the best of times and for many reasons parents simply want children to be able to learn dance without the involvement of the competitive scene. Of course a "competitive environment" can apply to other forms of art, dance - even sport. Even in a business sense too, for many small retail and service business operators, there is an element of "competitiveness". Usually though, many see this as a challenge to do better by looking at ways to improve certain areas of their business. The same could be said for dancing too - and this is where the "fine tuning" comes into effect by spending many hours practising and perfecting a performance. Dedication - and the desire to succeed in my view are two of the most important basic elements of success. Competitions should be considered as a measure of self improvement as opposed to comparing one self to others. Participation in such events also allows an individual to gain experience from a personal perspective. Dancing is something that is natural - defined by moving our body to music in many forms. When we walk we have rhythm, our heart rate creates a pulse or rhythm, time is rhythm. Dancing enhances young children's co-ordination, physical well-being, self improvement, self esteem and confidence. For the older pupil, it can provide a certain level of fitness and flexibility, co-ordination, - and will usually result in self improvement, confidence and provide a sense of achievement - all of which can bring enjoyment to family and friends.
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