Profession performing arts school dance instructor

Performing arts school dance instructors educate students in specific theory and, primarily, practice-based dance courses at a specialised dance school or conservatory at a higher education level. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for dance. Performing arts school dance instructors monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the dance through, often practical, assignments, tests and examinations.

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Personality Type

  • Social / Enterprising
  • Social / Investigative
  • Social / Artistic
  • Social / Conventional
  • Social / Realistic

Knowledge

  • Curriculum objectives

    The goals identified in curricula and defined learning outcomes.

  • History of dance style

    The origins, history and development of the dance styles and forms used, including current manifestations, current practices and methods of delivery in a chosen dance style.

  • Assessment processes

    Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.

  • Human anatomy

    The dynamic relationship of human structure and function and the muscosceletal, cardiovascular, respiratory, digestive, endocrine, urinary, reproductive, integumentary and nervous systems; normal and altered anatomy and physiology throughout the human lifespan.

  • Evolution in delivery practices in practiced dance tradition

    Technical evolution of dance making, stylistic and aesthetic aspects of a dance tradition or style and its relation to technical evolution of dance making taking into account historic, ethnographic, ethnological, musicological and sociological aspects that can influence the selected dance style tradition or genre. Social customs, clothing evolution, any props present in the dance making process.

Skills

  • Keep up to date on professional dance practice

    Keep up to date with practice advancements and apply them to your professional dance practice.

  • Express yourself physically

    Express emotions and ideas through movements, gestures, and actions.

  • Teach dance

    Instruct students in the theory and practice of dance, recreationally or with the aim of assisting them in pursuing a future career in this field. Deliver correcting instructions that support difference and pay attention to ethical codes of conduct around touch, personal space, and appropriate pedagogic methods as a tool to foster participants.

  • Apply teaching strategies

    Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.

  • Inspire dance participants to improve

    Inspire your group of participants in your sessions through embodied understanding of dance and dance-making. Demonstrate dance movements regarding a correct body alignment, and applied anatomical knowledge in relationship to the dance styles you lead.

  • Perform classroom management

    Maintain discipline and engage students during instruction.

  • Manage student relationships

    Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.

  • Liaise with educational support staff

    Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.

  • Observe student's progress

    Follow up on students’ learning progress and assess their achievements and needs.

  • Maintain safe working conditions in performing arts

    Verify the technical aspects of your workspace, costumes, props, etc. Eliminate potential hazards in your work space or performance. Intervene actively in cases of accidents or illness.

  • Prepare lesson content

    Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.

  • Demonstrate when teaching

    Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.

  • Bring out performers’ artistic potential

    Encourage performers' initiative and encourage them to observe and listen to one another. Create a context for exploration, improvisation, phrasing permutations, phrasing demonstrations, deconstruction of the material, use of tools and props.

  • Develop course outline

    Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.

  • Assess students

    Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.

  • Give constructive feedback

    Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.

  • Apply intercultural teaching strategies

    Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.

  • Adapt teaching to student's capabilities

    Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.

  • Compile course material

    Write, select or recommend a syllabus of learning material for the students enrolled in the course.

  • Guarantee students' safety

    Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.

Optional knowledge and skills

keep records of attendance read musical score link between dance and music style scientific research methodology notate different dances facilitate appropriate compositional structures in dance direct movement experiences learning difficulties assist students in their learning assist in the organisation of school events movement techniques theatre techniques help performers internalise choreographic material develop curriculum facilitate teamwork between students maintain dance training read dance scores devise choreography provide career counselling teamwork principles provide lesson materials manage resources for educational purposes work with virtual learning environments musical theory intellectual property law demonstrate technical expertise of your dance style assist students with their dissertation acting techniques adapt instruction to labour market promote the conservatory perform exercises for artistic performance assist students with equipment dance develop professional network