TEACHING PHILOSOPHY
I believe an effective dance educator places an equal value on the roles of educator and artist, and acknowledges the interchangeable influences both roles have on one another through their teaching and guidance. In my classroom, I aim to promote learning that pushes past the boundaries of dance technique and performance, drawing connections to each student through personal curiosities and discoveries. Dance utilizes physicality and employs cognitive social and emotional learning processes that enhance learners’ understanding of knowledge, self, and others. As a teacher and advocate of dance education, my goal is to provide equal opportunity for all learners of all backgrounds to learn and develop skills that will amplify the success of individuals beyond the walls of my classroom.
Dance offers the opportunity for students to learn through a nontraditional learning environment. This immersive environment cultivates a new approach to learning for students that infuses a full mind-body connection. Through movement experiences, students build an awareness of themselves, their surroundings, and others. Learners develop artistic expression as they take risks to deepen their understanding of the content and unveil new discoveries. My nontraditional learning environment is based on inclusivity. Without this foundation, development of artistic expression and appreciation for the arts is inhibited. Creating an environment for students to research, explore, and discover their greatest potential without any hindrance of judgment or inequality is prioritized in my classroom.
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I believe dance can be accessible to individuals of all abilities and backgrounds, and I aim to offer it to everyone. Having an understanding of my students’ abilities and intelligences, I scaffold learning experiences that meet individual learning needs, while honoring the assets offered of each individual. Finally, with the implementation of dance in education, students’ physical health, social skills, and cognitive thinking will improve, refining skills necessary for life.
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As an artist and educator, it is a priority that my students feel motivated and confident to bring their full selves into each class. My classroom atmosphere and strategies are rooted in a student-centered learning environment. Considering each individual during instruction ultimately provides every student with the opportunity to engage in learning and achieve success. Through trust and mutual respect, active learning, collaborating, individual voice and choice, differentiation, and social-emotional learning, students will develop artistic expression and knowledge and skills necessary for success inside and outside the classroom. Moreover, through student-centered learning, students develop versatile 21st century skills. Using dance to create, perform, respond, and connect, students ultimately develop individual voice, artistry, knowledge, and appreciation that will maximize their awareness of themselves and the world.
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Ultimately, I want students to leave my classroom with a broadened perspective. Dance offers a myriad of opportunities, and I am passionate about teaching students the different possibilities it offers. Whether or not my students pursue dance professionally, the learning processes they experience in the dance classroom develop skills that will advance them in their future endeavors. As Jane Remer noted, education “...prepares not for just society as it is but for a changing civilization; it provides not merely for present satisfactions but makes possible a lifetime of enjoyment” (17). The passion, dedication, commitment, creativity, and individuality crafted through the study of dance prepare students to achieve whatever they desire.
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Bibliography
Remer, J. (1996). Beyond Enrichment: Building Effective Arts Partnerships with Schools
and Your Community. New York, NY: American Council for the Arts.