Through my exploration of approaches in teaching/learning dance choreography I found:
1. The "order a dance is taught" showed contradictory survey results on professional dancers. During the experiment, students struggled to remember each section.
2. Imagery and improvisation showed diverse responses from professionals, yet literature supported the idea of imagery to be beneficial. The more experienced students enjoyed the improvisation but felt practise was needed.
3. Counts were mostly rated "extremely important". Some students struggled without counts, whereas others didn't notice.
The main benefit was to incorporate improvisation into my teaching to develop the students into more rounded, intelligent dancers.
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Hi Lucy!
ReplyDeleteThis is extremely interesting, I would have thought all three of these factors would be "extremely important" what was it that the dancers most struggled without? counts, imagery or different orders?
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