How to teach dance in schools
How To Become A Dance Teacher: The Ultimate Guide
So, you’re wondering how to become a dance teacher? You are ready to share your passion for dance with others, but you’re not sure where to start or how to begin. Depending on where you want to teach - in a studio, in PK-12 school, or in a university - each requires a different journey and qualifications.
In this guide, we’ll break down how to become a dance educator in each sector and provide helpful hints on things to consider. We at Dance Ed Tips have helped thousands of dance teachers in all stages of their careers become better dance educators through our resources, ongoing education, and membership and we know we can do the same for you! Let’s get started!
What do you need to become a dance teacher?
In order to be a dance teacher you need to have two types of knowledge: content knowledge and pedagogical knowledge.
Content knowledge is knowledge about the thing that you are teaching. In this case, it’s dance. As a dance teacher you should know the movement practices, the terminology, the cultural and historical context, and the anatomical function of the dance style you are teaching.
Pedagogical knowledge is knowledge about how to teach. This means understanding how people learn at various developmental stages and being able to implement strategies that help them gain skills and understanding.
When teaching dance both these worlds come together to form Pedagogical Content Knowledge: this is specific educational strategies to teach a particular content area. For us, it’s becoming experts on how to teach dance specifically.
No matter where you teach dance (a studio, a PK-12 school, or a university) you will need to have pedagogical content knowledge, but the qualifications, degrees, and work experience you have will also determine which kind of jobs you can apply for.
In addition to this, dance teachers are expected to:
- Teach and perform a variety of dance styles
- Create sequential and developmentally-appropriate lesson plans in those dance styles
- Choreograph in those dance styles
- Guide students safely through a warm up, conditioning, stretching, exercises, choreography and cool down
- Provide historical, cultural, artistic, and pedagogical context to their dance teaching
- Put on a performance with music, costumes, and lighting
- Implement classroom management strategies
- Differentiate their teaching for varying learners’ needs
- Create an emotionally safe space where students can grow and learn
- Continue their own education
- And much more
What qualifications are needed to become a dance teacher?
Well, it depends.
How to become a studio dance teacher
To become a studio dance teacher, there are no formal qualifications or requirements. It is up to the studio owner to evaluate your dance teaching skills and decide if you are a right fit for their school. For the most part, studio owners look for individuals that can demonstrate and teach movement well, have experience teaching, and can choreograph for class and performances. You can set yourself apart by being able to teach a variety of dance styles to students of varying ages, or some unique classes like choreography, mindfulness for dancers or conditioning. Being able to teach different types of dance classes allows the studio owner to give you a full schedule where you can teach several hours in a row. They might also be looking for someone who specializes in early childhood dance to teach the little ones . Although different studios might be looking for different things in a dance teacher, there are no formal qualifications for any of these positions. As long as the studio owner thinks you are qualified to teach after reading your resume, then you can teach dance.
How to become a PK-12 Dance Teacher
To become a PK-12 dance teacher in a school, you usually need to have a bachelor’s degree in dance and also a teaching certificate in your state. Some states or school districts even require that you get your master’s degree within a certain amount of time that you are hired. (I’m looking at you New York!) There are many undergraduate and graduate level university programs in the United States that will help you get the degree and certificate that you need to become a dance educator. University dance teacher preparation programs are a great option because they provide you a holistic education where you will grow in your content knowledge, pedagogical knowledge, and pedagogical content knowledge. This means you’ll not only learn about dance, but you’ll also learn about:
- Theory & philosophy of dance education
- The Dance Standards
- How to write a dance curriculum
- How to create lesson plans and assessments
- Technology tools for dance teachers
- Culturally relevant and responsible teaching strategies
- How to teach students with diverse learning needs
- Classroom management
You are also required to do:
- Observations of dance educators in the field
- A student teaching placement where you shadow a full-time PK-12 dance educators
When picking a university program make sure to look at what courses they are requiring for completion of the degree and make sure that these topics are being covered. But the bottom line is to teach in a PK-12 school you need a degree with a certain amount of credits in the field that you’re going to teach, which is dance, and you also need a certificate in your state that allows you to teach there.
Alternate paths in Pk-12 Dance Education
Now, there is a way to start teaching in public schools WITHOUT a teaching certificate and that way is called alternate route. (Some states have a different name for it. You’ll have to check to see what it’s called near you.) Many people don’t know about this option. It doesn’t apply to everyone, but I know quite a few dance educators who have been hired this way.
Alternate route is designed for professionals who’ve had an extensive career (10-20 years) as a professional dancer, choreographer, and/or teacher and want to transition into the PK-12 teaching profession. In order to go alternate route, a public school must first hire you based off your work experience. You must get offered the job first WITHOUT the teaching certificate, which can be challenging. Then, your school will register you to the state as an alternate route teacher. This means that you must earn your teaching certificate as you work in that school for the first year. You will most likely be required to have a mentor at your school and will have to attend additional classes outside of your work day to learn about the teaching side of the job. In these classes, they’ll cover more of the pedagogical knowledge to help you understand how to write a curriculum, write lesson plans, grade assessments and more. Once you have finished your first year of teaching and completed all the state’s requirements you will officially have a teaching certificate and will be able to apply to other jobs as a certified teacher instead of an alternate route teacher. These requirements for alternate route are different depending where you live, so be sure to check on your state’s website to understand the full scope.
Now, I do want to say that most schools look for dance teachers who are already certified, which is why most dance teachers attend a university teacher training program. Going through the alternate route process is more work for the school hiring you and they don’t always want to deal with it, but I still know of quite a few schools and dance teachers who have been hired this way, so it’s definitely possible.
The final thing we want to mention when it comes to being a PK-12 teacher is private schools. Private schools have more flexibility on who they hire, because they don’t have to follow the same state requirements as public schools. Some private schools require all their teachers to have a teaching certificate. Others do not. I know of several dance teachers who have been hired based on their professional work experience, so it is an option if you do not have a teaching certificate; however, we must warn you that private school dance teaching jobs are rare and competitive.
Overall, doing a dance teacher preparation program where you will earn a dance education teaching certificate in your state will make it easier for you to apply to jobs and become a PK-12 dance teacher. It does require an investment in your own education, but in my experience as the former Director of Dance Education at Hofstra University, dance teachers are often feel more prepared to meet the different demands of a PK-12 setting if they’ve completed a dance educator preparation training program.
How to become a dance professor
Finally, we come to being a college dance professor in higher education. Dance professors are experts in our field who are sharing their knowledge, methodologies, and artistry at a collegiate level. Most universities look to hire professors who have a Doctoral or Masters degree in dance or a closely related field. They also look for individuals who engage in scholarly dance work including:
- Creating, performing, and/or sharing choreographic work
- Dancing and performing professionally
- Conducting research in the dance and dance education field
- Publishing findings and best practices in dance and dance education journals
- Presenting on dance and dance education at regional, national, and international conferences
- Being a leader in national dance and dance education organizations and committees
- And more
The application process for university positions is rigorous and competitive. Many universities ask for applicants to submit a Curriculum Vitae, cover letter, research statement, teaching philosophy, diversity and inclusion statement, sample syllabus and much more. Lastly, if selected as a candidate be ready to teach a sample lesson and to be interviewed by faculty and students.
A great way to begin your journey to becoming a full-time dance professor is to begin as an adjunct, or a part-time professor. This will get you some experience teaching in higher education, help you build a network in this sector, and will be a good addition to your resume.
What are you expected to teach as a dance educator?
Depending on your teaching setting, what you are expected to teach changes. We have many dance teachers who transition from being a studio dance teacher to a PK-12 dance teacher or a PK-12 dance teacher to higher education that feel this big shift in what is being asked of them.
When you teach in a dance studio, your main focus usually is teaching technique. Your primary job is to teach people how to dance. Most dance studios do not require you to teach dance history, anatomy, choreography, or improvisation, although many studio dance teachers do include this on their own.
When you teach dance in a PK-12 school you are expected to follow your state’s dance standards and/or the national dance standards . What are dance standards? They are benchmarks of skills and knowledge that dancers are expected to reach by certain grade levels. This means that you, as the dance teacher, are expected to teach the standards so that your students can achieve these milestones. The standards are broken into 4 artistic processes: perform, create, respond, and connect. All of the teaching materials we offer can be filtered and searched for by these artistic processes.
Most teachers who transition from being a studio teacher to a Pk-12 teacher, feel comfortable meeting the “performing” standards, but are new to teaching how to create, respond, and connect in dance. Using materials and resources that are focused on these artistic processes are a great way to get more comfortable teaching these concepts. You also might want to consider taking some professional development courses to help you get ideas on how to teach these concepts in a way that is appropriate for various age groups.
As Pk-12 dance teacher you will be required to teach:
- Dance history
- Anatomical principles
- Responding to dance through writing, speaking, and moving
- Connecting ideas in dance and outside of dance
You will also be required to create and administer formal assessments (diagnostic, formative, and summative) in order to show growth in dance. In studios, most dance teachers are not asked to quantify their students’ learning in this way; however, in a PK-12 school you will be expected to give assignments and grades to all students.
As a dance professor, what you are expected to teach is often outlined in the job posting. Depending on the position, some positions might ask that you are an expert in certain dance styles or cultural dance forms or ask that you are qualified to teach specialized courses like: dance history, anatomy, improvisation, choreography, etc. Although this might be written in the job description, your actual course load for each semester might change or vary depending on the changing needs of the department. You might also be asked to mentor students through an independent study, senior practicum, or choreographic process along with being part of a variety of committees within and outside of the dance department. Some universities also require full-time professors to act as advisors who help students with registering for classes each semester. If you are interviewing for a university position, be sure to ask what other requirements will be asked of you in addition to teaching classes. This will help you gauge the full scope of the position so you won’t be surprised later.
If you’re reading all this and thinking “Being a dance teacher is a lot of work,” that’s great! Dance education as a profession, calling, or job is often underappreciated and much of the work that goes on behind the scenes is unrecognized. Unfortunately, many individuals believe that just because they are a talented dancer that automatically makes them a great dance teacher and that just isn’t true. Teaching dance in all settings requires a commitment and understanding of dance as an artform AND commitment and understanding of how people learn.
Timing of a class or workshop
These pointers apply both to creating a lesson plan (vertical thinking) and in-class spontaneity (lateral thinking):
Be a clock watcher. Start and end classes on time. Your students may have another class to go to after yours and will rightfully resent your making them late.
Going overtime shows your students that you're disorganized, and can't form a workable lesson plan (see gaining respect of your students below). You may believe that teaching overtime demonstrates your enthusiasm for the material, but in your students' eyes, it only looks like poor planning.
In planning a class or course, make sure that you don't try to cover too much material, or too little. Actually, don't worry about planning too little. Most beginning teachers make the mistake of trying to cover too much material in a class.
Presentation of yourself
Be more interested in your student's success than your own image. Don't grandstand. The class is about them, not about yourself.
This is different from advising, "Don't apologize." As mentioned, if you mess the class up, yes, admit it, rather than vainly trying to cover for it, or blaming something else. You can be both confident and authentic, without any conflict between the two.
Balance authority with a relaxed atmosphere, to help set them at ease.
Why set them at ease? Because as mentioned above, they'll be happier and they'll learn much faster if they're in their comfort zone, or a reachable step beyond it.
Speak audibly — clearly and loudly without shouting. Never be shrill.
Use animated tones, without droning. Use contrast. Allow humor, or at least be good-natured.
But I still prefer to be fairly relaxed, not animated to the point of being hyperactive. I recommend a tone of relaxed authority. Remember, you want to let your students stay in their comfort zone. Anxiety interferes with the learning process. But you can't avoid the fact that the process of learning a new dance does push your students, often resulting in some anxiety and frustration, so your calm and reassuring warm tone of voice is important.
Articulate your words – don't mumble. Enunciate, but without straining your face, mouth or neck at all.
If they can't understand you (mumbling), or can't hear you (talking too quietly), they will assume that what you're saying must not be important, and they won't pay attention.
Your choice of words: quantity
Don't talk too much. Be efficient with your words. Choose only a few of the most effective words — those which are vivid and evocative yet precise.
1) They would rather spend more time practicing their dancing, and less time listening to you talk.
2) They need to process the information in their minds, which can't happen unless there are quiet moments to think through what you said.
3) Minds saturate after a barrage of too many words, and their minds start blocking you out.
4) Whether you like it or not, your students are accustomed to getting information very quickly, through broadcast media and the Web, so they get very impatient with long-winded explanations. You can't change them, so work with this to become a more effective teacher.
Yes, you have to convey your information with words, but use the fewest words possible — those which efficiently convey both the details and the spirit of the dance.
If you ever feel like you've been talking a little too long, the truth is that it's already been far too long. Why? Have you ever driven to someone's house for the first time, following directions of turns and landmarks, and you thought it took a fairly long time to get there? Then the next time you drive there, once you know the way, it seems much shorter. It's really the same time, but it feels half as long, once you know the way. Why? Once you know where you're headed, you have the destination visualized. Your mind is already there, so it seems shorter.
It's the exact same dynamic with talking. You already know the way (i.e., you know what you intend to say) but your class doesn't. This is their first time down that road, and it can seem like it's taking forever (your talking, that is), just as you're thinking the opposite – "this isn't taking too long to say." Who is right? They are.
Your choice of words: quality
Don't forget the other physical aspects of a dance beyond footwork: partnering, quality of movement, energy levels, posture, what to do with free hands, facial expressions, flow of movement, etc.
Tell why a step is done this way. Logic always makes a better and more lasting impression than arbitrary rules, or saying, "because that's the way my teacher taught it."
Sometimes a class is taught by a Lead/Follow couple, who both speak, sometimes equally. The reasons are usually to offer an additional viewpoint, and to not marginalize one of the partner's roles.
This arrangement can be effective when done well, and problematic when it's done badly.
If you're team-teaching with a partner or collaborator, never rephrase what they just said, even if you think you can say it better. Your slight "improvement" in phrasing doubles the talking time. .. not a very effective ratio. Just as you're starting to think, "I would say that differently..." immediately replace that thought with, "...but that's good enough for now."
Pace of the class
On the other hand, keep the pace of your class moving. Don't let it get bogged down. Don't rush them, but don't bore them either. Talking too much is boring. They want to move, not stand around listening to you talk.
Too fast? Too slow?
This isn't a rule, but my personal priority is to care for the greater group. One of my pet peeves is a teacher in a large class spending five minutes working with one individual or couple who has a problem, while 98% of the class stands around bored.
But sometimes you can see that an individual's difficulty or confusion might be true for others too, so you can address that point to the entire class. I tell my students this is a "Repair Clinic" only intended for those who are having this specific difficulty. So I tell the class, "If you're not having this problem, don't fix it." This is serious, not a whimsical comment. Often you'll make a comment to help someone who is under-rotating, for example, then you'll see someone else, who already had it perfectly, now over-rotating after your comment.
Then unfortunately, you'll occasionally get a student who demands that you stop the class to solve their unique problem, which no one else has. (Some psychiatrists call this behavior a "demanding sense of entitlement"). In those cases, you have to be firm for the good of the class, so that the progress of the other students doesn't get stalled or bogged down.
Sometimes you'll get a couple who refuses to change partners when you ask them to. That's fine, but what often happens is they'll be the only couple who doesn't get a figure, when everyone else has succeeded with the help of their rotating partners. Yes, you guessed it — the non-rotating couple will often demand that you slow the class down just for them.
No, on the average I go for 90% to 95% of the class. The remaining few will usually be helped by their partners who already got it. And the few who are exceptionally slow learners already know they're slow, and would rather that you not make a fuss for them.
Teaching experienced dancers
I'm sometimes surprised to see a professional dance teacher who apparently hasn't thought through the difference between teaching beginning versus experienced dancers. Where do I see this most clearly? In specifying personal style. Beginning and advanced dancers have very different needs and wishes in this area.
When teaching beginners, who are a clean slate, of course you'll teach them the version you think is best, with all of the stylistic details for your preferred form.
But when your students have been dancing for years or decades, they've already developed their personal style, or maybe they've mastered a different teacher's style. This is now who they are. Fred Astaire, among many, wrote this is a good thing. (click for a short quote)
First, they're probably happy with the dancer they've become, and they're taking your class to learn more useful variations and partnering tips from you, not dismantle the dancer they've become. Secondly, they probably couldn't change their personal style if they tried.
The aware teacher will work from this platform (their personal style), giving their experienced students useful new material for them to integrate into their dancing. The unaware teacher will dismiss their students' accumulated style as "incorrect" and attempt to tear it down, hoping to rebuild their student back up in the teacher's preferred style. That's not going to happen! A one-hour class will not undo twenty years of their dancing in a different style. If you attempt to do that, they'll think, "I can't learn from this teacher!" and not come back. And they'll justifiably resent the disrespect of a teacher dismissing their personal style.
Now if they've signed up for a lifetime of private lessons to learn your style, that's different. But this section addresses dance classes or workshops.
You may find it difficult to be patient with experienced dancers who appear to be "doing it wrong," which often means they're merely dancing in styles different from your preferred style. So how should you respond? (A) Dismiss their dancing style, making them wary, defensive or resentful? Or (B), see the class from their point of view. Why are they taking your class? Probably to learn new figures and become better dancers, based on the dancers they are.
I recommend approach B. Allow them to keep their experience and personal style as their platform upon which to build improvements. If you wish to introduce your stylistic preferences, present them as "try this out" options, instead of "you're doing it all wrong" rules. Inspire, don't reprimand. They'll be much happier, meaning they'll learn better (comfort zone). And they'll come back to your second class.
Aging teachers and/or students
The good news is that your dancing skills will enable you to walk and move in a younger manner. You know that dancing is acting, so you can mostly act like the movements of a younger dancer, to a certain extent. Here's how...
Try different strides. The next time you're walking down a sidewalk (maybe when no one is watching) try the John Travolta strut from Saturday Night Fever. Try a hip-hop stride, not to be a poseur, but to expand your range of motion. Loosen up and put a spring in your step. Then keep a little bit of that animation whenever you walk, move, or teach your dance class.
Select all of the music for your class ahead of time. It takes time to find a perfect track for a particular step, with the right tempo, quality, energy level, and emphasis on the right beats. Some teachers make their students stand around as they start to fumble through their music collection searching for a good track. It's even more embarrassing if the track you chose doesn't work well, and you have to stop it and start searching again. Go through that process before class.
If you play CDs, a more specific tip is to buy a red grease pencil at a hardware store, normally used for marking glass, and write the track number of your pre-selected music on the CD or case. After class you can erase it with a tissue.
List your pre-selected tracks in your lesson plan notes.
Know how to count into the music. Use the same number of preparatory counts each time.  I prefer to count into a dance just as a musician would, saying something like, "five, six, ready, and..."
Did that make sense to you? No, and neither does starting and stopping your recording arbitrarily in the middle of a musical phrase. When playing your recorded music, allow the musical phrases to finish, as live musicians would do. Musicians would never start and stop in mid-phrase, any more than you would begin a sentence in the middle, or stop speaking halfway through a sentence. I recommend that you play your recorded music the same way.
This guideline isn't marked as essential, but you should realize that your musical phrasing of recorded music demonstrates your respect for the music. So if you start and stop your music arbitrarily in mid-phrase, it tells your class that you don't care very much about music.
When you do this, you must make sure that you have brought your teaching tempo up to the same as the tempo of the music that you're about to play. It's a huge mistake to teach a step at a slow tempo, then put on music which is significantly faster, guaranteeing frustration or failure among many of your students.
A helpful hint is to hear the tune that you're about to play in your head, while you're still teaching it tacet. With a little practice you'll be able to bring the class up to the exact tempo of the music before you play it. This way, the music supports their dancing, at just the right tempo, instead of pressuring your students.
A second solution is to teach with students in a large circle and have an assistant on the other side, facing you. Ask your students to follow the person in front of them.
A third solution, if they're in a circle around the perimeter of the room with you in the middle, is to have them all turn a quarter to their right, toward Line of Dance, asking them to follow most of those ahead of them. They can clearly see both you and those ahead of them.
Another tradition is for the teacher to face a large mirror, with the students behind, also facing the mirror. It's not ideal to turn your back to your students, but they can see your face in the mirror.
This concern for your students is also a sign of maturity. Small children constantly clamor, "Look at me Daddy! Watch me Mommy!" Then we grow up, and we (hopefully) mature into valuing others' happiness and progress. The few teachers who don't understand this are quite obvious to their students, as self-absorbed grandstanders more interested in displaying their greatness than in helping their students learn the material.
But I know you're completely devoted to your students' success, or else you wouldn't have made it to the bottom of this page.
Teaching makes you smarter
Take a look at this page, Use It or Lose It: Dancing Makes You Smarter. It's a report on several studies which show that rapid-fire decision-making maintains or increases your intelligence as you age. Teaching a class involves even more rapid-fire decision making than dancing, so it's ever better for you. Then furthermore...
I like R. Buckminster Fuller's definition of genius. In his opinion, genius isn't a mere quantity or capacity, but the combination of rational and intuitive thinking, both left-brain and right-brain, vertical and lateral thinking. And it's the simultaneous use of both kinds of thinking, not exercising linear rational thinking first thing in the morning, then doing something more intuitive an hour later. Genius is being fully rational and fully intuitive at the same time, seeing both the finest details and the overall big picture at the same time.
Teaching a class, in any topic, is one of the ultimate simultaneous combinations of vertical and lateral thinking, as your planning strategies morph with your spontaneous assessment of your students' progress. But as the research shows, it depends on continual split-second decision making, not repeating rote routines. You don't have to be a genius, but to stay smarter longer, don't always follow the same lesson plan. Teach it differently each time, spontaneously making those changes in class. Or teach topics you've never taught before. Challenge yourself. Plan your class thoroughly, then welcome chance intrusions. Every day. Research shows that it will keep you smarter longer.
where to study, salary, pros and cons
Author: Professional Guide
Another name for dance teacher is a dance school teacher or dance studio teacher. It is clear that this is the name of specialists working in a specialized company. But a teacher or dance teacher can be called not only a dance studio teacher, but also a specialist of an educational institution where dances are studied along with other subjects. By the way, the ProfGid career guidance center has recently developed an accurate career guidance test that will tell you which professions suit you, give an opinion about your personality type and intelligence. The profession is suitable for those who are interested in physical education and singing, music (see. choosing a profession based on interest in school subjects). 9Ol000 :
Peculiarities of the profession
Some teachers prefer to work with children, others prefer to work with adults, others can work with both. In any case, the task of a dance teacher is to teach their students to move, expressing themselves in dance. However, the higher the level of teaching, the wider the scope of the teacher's activity. It is also commonly believed that the higher the titles he won, the higher his value as a teacher. Also, he often acts as a choreographer: he puts dance numbers for his students when he prepares them to perform on stage.
The dance instructor may have a preference for a particular dance direction: Latin American, jazz, Irish, etc. For example, on his resume, he might write "Latin teacher" or "Jazz-modern dance teacher."
But that doesn't mean he can't do anything else. On the contrary, the profession of a dance teacher means constant learning and learning. As a spectator, he regularly goes to musicals, dance shows, competitions to watch the performances of his colleagues; attends dance workshops to learn something new for his teaching. Different dance and musical styles, teaching methods, eminent dancers and bright debutants - everything is interesting for a dance teacher.
The teacher-dancer tries himself in different genres, sometimes changes his preferences, expands his role. In a word, it is in creative search. Beauty, joy of movement and creativity are the formula that can describe this profession.
Of course, no person can perform on stage until old age. But while studying with students, the teacher maintains excellent physical shape for many years.
This is enough to be able not only to explain, but also to show the dance to his students. Even if performances and competitions are in the past, the dancer remains a dancer who knows and feels the dance from the inside.
Dance teacher salary for November 2022
Salary information provided by hh.ru portal.
A dance teacher can work in a dance school, studio, dance club, fitness center, comprehensive school, university, etc. Many teachers work simultaneously in different places, having time to perform and participate in dance championships. Also, a dance teacher can open his own dance school.
The profession of a dance teacher involves a love of dance, artistry, an ear for music, good physical health, goodwill, patience, leadership qualities, self-confidence and optimism. He should be a sociable person, able to pick up the key to a variety of students.
Knowledge and skills
A dance teacher must be able to dance - this is understandable. But he should also know well the dance directions in which he works, including their history. Be proficient in teaching methods, be able to plan your classes. In order for dancing not to harm the health of students, the teacher needs knowledge in the field of anatomy and physiology. He must be able to competently manage physical activity.
Where to study to become a dance teacher
Most often, dance teachers become dancers who have been trained in dance since childhood. But there are other examples when already adults, having taken a great interest in dancing, reach notable heights and become teachers. Already having dance training, you can learn new directions of dance. As experts say, you can master some kind of dance style in less than six months, having worked out at a dance school.
Examples of companies with vacancies for dance teachers
The Art of Dance Teaching | Useful articles and tips from the 🕺dance studio - Under Stand (Anderstend)💃 in Voronezh.
Today, dancing has become so popular and accessible that even the dancers themselves often forget that they are making art. In the modern world, it is becoming increasingly difficult to distinguish a genuine product from a consumer product. The same problem exists in dance - every day in the world of dance there are new names, new performances, new competitions are held, which again give birth to new names. The speed of information is growing exponentially, and in order to "be in the know", 2-3 workouts per week are not enough. And everyone needs to “be in the know”, because the correct choice of a dance direction, a coach, a teacher, and the level of loads depends on it. Let's dwell on how to understand whether a coach is engaged in art or "works in a dance hall."
From our point of view, we will single out the main features of a talented teacher:
- how he creates a dance
- how he conducts classes
- how he motivates
All types of art can be described by a common goal - the depiction of an artistic image. The dance is created by the director and the music: imagery and musicality. In the first place, in our opinion, are those artistic images that are born in the imagination of the director. We put the imagination, inner world, spirituality of the dancer in the first place, because these qualities allow us to call the choreographer gifted, talented, thanks to these qualities the dance becomes spiritualized.
But the ability to "transmit" the image is, of course, necessary. The director expresses the images using his own manner (they say "the dancer's style"), a variety of dance forms (here we mean the variety of dance styles). And an important condition is applied to this technical side of the dance - musicality. The image of the artist should not go against the music. Thanks to musicality, the director achieves the effect when the music reveals the artistic image. Hence, one of the main requirements for a dance teacher is musicality. The teacher must hear the music, and must be able to teach it to his students.
The second condition of a good teacher is, in our opinion, how well he trains students. To train means to educate, educate, direct. The ability of a teacher to transfer his knowledge and skills, to find and develop the abilities of students, to overcome difficulties, such as lack of flexibility or a sense of rhythm. All this work requires a lot of time, the dedication of the student, and with the proper approach of the coach, the result will be excellent: the dancer will be able to express the spiritual image of the choreographer.