Gangnam Style!!

Teaching is

Choreographing
By Essa Chang

Creating Moves
(Designing/Planning Lessons)
I feel a certain amount of responsibility
for going into a rehearsal with a plan
even if I dont have every step worked
out . . . at the end of the day (or the
rehearsal) youre the boss.
Its your vision that the dancers are
creating, and if you dont know what
that is youll find a lot of studio time
wasted.
4dancers

Creating Moves (Designing/Planning Lessons)

Curricular content knowledge

the choreographer must gain a full
understanding of the director's vision of the
show, including style and pacing, and must be
familiar with the script and music . . . so that
all elements of movement and dance work
as part of the larger picture.
AACT

Curriculum Expectations (Overall & Specific)

Enduring/Big Ideas

Creating Moves (Designing/Planning Lessons)

Creativity
The choreographic process may employ
improvisation for the purpose of
developing innovative movement
ideas.Wikipedia

Work with the curriculum (music & vision)

but prioritize objects, topics, activities
based on importance & relevance

Creating Moves (Designing/Planning Lessons)

Creating Moves (Designing/Planning Lessons)

The Delivery
Say what it is, demonstrate it, and allow
ample time for practice. James (2013)
State learning objectives, Model
Practicemore practice time for needs

encourage them to answer their own

questions by WATCHING. Do what I do is
one of my most common responses to a
question.James (2013)

Getting to Know Your Learners

The choreographer has

a certain amount of responsibility for

observing the ways her dancers learn.
4 dancers

Getting to Know Your Learners

Different Learning Levels

Choreographersmust often work with

non-dancers, or dancers with limited
experience, as well as those who have
had considerable training . . . AACT

Getting to Know Your Learners

Different Learning Styles & Pace
There are three ways in which people
learn: visual, auditory, and tactile cues. Some
people learn through watching a
demonstration, others by listening, and still
others by doing. 4 dancers
Be aware of the learning curve in the room.
Every kid learns at a different pace.

Multiple Intelligence; capabilities, interests, abilities

Getting to Know Your Learners

Accommodation
- Environmental:

When choosing who stands where, try to be aware

of height.James (2013)
- Instructional:

Chunking is another method that makes the

rehearsal process smoother. Naming sections of your
dance makes it easier to pick up from the middle;
this is especially helpful when dealing with a longer
piece.4 dancers
Giving them moments to breathe is crucial

CHALLENGESencourage learners

When you encounter CHALLENGES

and, oh yes, you will
engage & motivate learners
comfort the slower learners AND
understand that they have the
potential to be amazing. I like to have the

most confident dancers in the room raise their

hands before the first break so that the ones who
are struggling can know who to approach during
the breaks. James (2013)

ChallengesManagement Issues
setting up rules/expectations/routines

anticipating needs
teaching tools/strategies:

Never yell "shut up" because that is an instant reason

for them to shut down. You want them to respect
you, not fear you. Create a teaching tool to assist
you in gaining their focus. Some examples are "clap once if
you can hear me," and a few kids will clap; then say "clap twice if you
can hear me", and most of the kids will clap twice.

Eventually, everyone will notice, join in, and refocus

their attention.James (2013)

ChallengesEngagement is Key
Planned choreography, in which a
choreographer dictates motion and form in
detail, leaving little or no opportunity for the
dancer to exercise personal interpretation.
Wikipedia

give students more agency/choice

put value in materials learned

construct knowledge
individualize instruction; attend to individual needs
& interests

have an audience for their work Kosnik & Beck (2009)

Community BuildingLook for inclusion in the video

Building Community in the Classroom

Inclusion means more than the

physical presence of these students

in regular classrooms for all or part
of the day. Inclusion means

making them feel part of the

social and academic life of the
class and of the broader
community.Hutchinson (2013)

Building Community in the Classroom

Build positive rapport with students

Give everybody a part

Strong class community

Human interactionstackle social skills

Engaged in inquiry, willing to participate
Cooperation & Support
Many choreographers use team captains or assistants
to work with individuals or groups within the ensemble,
as a way of maximizing the amount of time available
for rehearsal.AACT

Strive for SuccessShowcase

A choreographer works with dancers to
interpret and develop ideas and
transform them into the finished
performance. AACT
Practice & present for an audience

Publication/Sharing/Presentation/Praise/Learnings/

Celebration!!!

The Showcase!!

Strive for SuccessCollaborative

As part of the production's support team,
the choreographer must work closely

with the musical director, costume designer, set

designer and lighting designer, to make sure

that all stage movement is compatible with

musical cues, costuming, sets and
lighting.AACT
Collaborate with parents/students/other staff
members to ensure student success

Teacher Qualities
leadership,
flexible, innovative, creative,
supportive, caring, respectful, positive
There are endless scenarios that can throw you
off course. Your ability to cope and adjust is a
must. You might have the basketball boys there
only at the end of rehearsal, even though you
planned on teaching the boys dance break first.
If you allow that to fluster and/or annoy you,
you will create a negative learning
environment.James (2013)

Teacher Qualities
Once you are an authority figure, you have
to set clear boundaries . . . you need to be
aware of- and care about- everyone in the
room equally.

As a leader you are granted the

opportunity to diminish that outcast feeling
so many [students] feel.
The best part about this job is that YOU
have the power to make a difference.

James (2013)

References
American Association of Community Theatre (AACT). (n.d.).
Choreographer. Retrieved from
http://www.aact.org/people/choreographer.html
Hutchinson, N. L. (2013). Inclusion of exceptional learners in Canadian
schools: A practical handbook for teachers. (4th ed.). Pearson Education
Canada
James, A. (2013, July). Advice for new choreographers in Productions
Magazine. Retrieved from
http://www.productionsmag.com/article/detail/6244/advice-for-newchoreographers
Kosnik, C. & Beck, C. (2009). Priorities in teacher education: The 7 key
elements of pre-service preparation. New York, NY: Routledge.
Warnecke, L. (Apr 2013). Teaching Choreography (4dancers). Retrieved
fromhttp://www.4dancers.org/2013/04/teaching-choreography/

-The End-

THANK YOU!!!
Any Questions??