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By Jill Vasbinder Morrison, Faculty in Dance at the University of Maryland, Baltimore County ~~ Dance is more than just movement; it is an oral tradition that we share through the stories told by our bodies. It connects us across generations, allowing us to learn from our elders and carry on their legacies. Have you taken the time to connect with your dance teachers or mentors recently? I encourage you to reach out, whether it鈥檚 for coffee, a walk, or simply a chat. These connections can inspir...

By Nayeon (Kate) Kim, Student attending Seoul Foreign High School ~~ Lately, I am approached with short clips of my friends trying a TikTok dance. Often, after dance practice, I鈥檒l walk into a classroom and find a group gathered around a phone, laughing as they attempt to learn the latest viral routine. Recently, one of my friends shared how she had mastered a trending TikTok dance in just ten minutes the night before. She was thrilled and exclaimed, half-joking and half-proud, that she must ha...

By Kieron Dwayne Sargeant, Assistant Professor of Dance, Skidmore College ~~ In every classroom I enter鈥攚hether in the U.S. or back home in Trinidad鈥擨 bring rhythm with me. It鈥檚 not something I add to the dance. It is the dance. Rhythm is the structure, the entry point, the thing that tells you not just when to move, but why to move. As both a dancer and a drummer, I don鈥檛 separate movement from rhythm or sound from action. In the Caribbean, we don鈥檛 dance on top of the rhythm鈥攚e are insid...

By Alexandra Beller, CMA, MFA, Artistic Director, Alexandra Beller/Dances, Faculty, The Laban/Bartenieff Institute ~~ How do we give feedback that strengthens without silencing, clarifies without imposing, honors difference without assuming sameness? As dance educators, we regularly offer feedback. It鈥檚 in our syllabi, built into our assessments, and embedded in our studio culture. But most of us were never taught how to give feedback鈥攐nly how to survive it. Many of us carry wounds from well-m...

By Dr. Christi Camper Moore, Associate Professor of Dance and Head of Arts Administration, & Olivia Lybarger, Student, Ohio University ~~ his blog reviews a semester-long choreographic investigation, developed and guided by movement research that focused on ecological balance, the human relationship with consumption, and the earth and its ecosystems. Olivia is an Environmental Studies major and Dance minor, and Christi is an Associate Professor of Dance. The authors were curious about an interdi...

By Lydia Hance, Founder & Artistic Director, Frame Dance ~~ As early childhood educators, we have a profound opportunity to nurture the social development of our youngest students. Through dance, we can support the healthy growth of social skills, helping children understand themselves in relation to the world around them. Ensemble work in the dance studio becomes a metaphor for their growing understanding of community, cooperation, and collaboration鈥攕kills that will shape their ability to conn...

by Pascal Rekoert, Assistant Professor and Dance Education Program Director at Central Connecticut State University ~~ Successful educators continually adopt a sense of curiosity in their work environment, ideally adjusting to their community鈥檚 needs and learning attitudes. As teachers, we are leaders who strengthen our community in the microcosm of our learning spaces, guiding individual students toward success. It is imperative to build (or revisit) our teaching philosophy annually. While thi...

By Shannon Dooling-Cain, NDEO Special Projects ~~ In this post, we will focus on how dance educators can better connect with elementary school age dance students. We are defining elementary age dance students as those approximately age 5-10, in kindergarten through 5th grade. Many elementary age dance students come to class excited to learn and explore movement, and they tend to be enthusiastic learners. However, their eagerness can at times lead to unruly behaviors or quickly turn to boredom wh...

by Tamara Irving, Higher Ed Educator; Consultant, TMI Design & Consulting ~~ As a passionate performer without a formal dance education degree, my journey into teaching was unorthodox. Still, I was eager to share my love for dance with students and inspire their passion for this art form. However, without a structured framework, it was challenging to offer comprehensive dance education. That's when I discovered the International Baccalaureate (IB) Dance Program, a game-changer for both my st...

By Krista Brown, Freelance Teaching Artist ~~ Many veteran teachers know the voice that springs up when there is a lull in learning choreography. As I am scrolling through notes, if ever there is a quiet moment I often hear 鈥渨e could鈥︹�� or 鈥渨hat about this鈥︹�� In my early years of teaching, I鈥檇 shoo it away and say, 鈥渢hat鈥檚 a nice idea鈥� and proceed with my choreography notes. Whether this is how I feel the classroom is best managed, I think rests on something beyond just expectation setti...

by Krista Brown, Freelance Teaching Artist ~~ Traditional classrooms have this ability with their constructed spaces dedicated to learning and transition between multiple subjects during the entire day. Dance teachers don鈥檛 possess this in most cases. As a freelance teacher, I shift from space to space with totally different students. There is a solution that has brought me this relationship I crave as well as a focused attention from my students: my fuzzy little friend, talking tomato. This...

By Alyssa Thostesen, Dance Facilitator, Arts Access Program at Matheny ~~ From accepting identities outside of the gender binary to celebrating diverse body shapes, abilities, and aesthetics, the dance world has been slowly embracing the idea of otherness in studios and performance. We, as a community, have taken major steps towards inclusion since the early years of codified dance that were fixated on appearance and sought perfection found in the ideal dancer physique through years of exploring...

by Cheryl Johnson, Adjunct Lecturer, Dance - University of Rochester ~~ I perceive jazz dance as a creation of people: people that I have met and who have influenced my life, and people of the past who have revolutionized American culture: Charles Sherwood: my uncle, percussionist with the U.S. Navy Band in Korea, who turned me on to jazz chord progressions: Steve Porter: dancer in the Company of Man, Buffalo, NY a Vietnam War Veteran who turned me on to the music of Nina Simone and dancing from...

By Elizabeth McPherson, Professor and Director of the Dance Division, Montclair State University ~~ Historically, US dance has stood in comparison to European dance, often striving to emulate Western European aesthetics. Dance forms seen as lacking in these aesthetics have been deemed less artistic and less refined. While Western European influence on much of US culture including dance remains strong, there are many, many more influences and dance histories that comprise US dance. Perspectives o...

By Maria Haralambis, M.Ed., NASM CES, FMT, The Dance Scientist, LLC, PhD Student, Entrepreneur ~~ The field of Dance Science is an excellent way for dancers to learn about their bodies, anatomy and biomechanics from a young age. These lessons on anatomical awareness impact dancers for the rest of their lives and are unique to dance. One of the biggest ways I believe we can make Dance Science more normalized is by having a consistent curriculum for young dancers, who I believe are left out of dan...