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.
No competences in this bucket.
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.
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.
The techniques that instructors use to deliver lessons. The aim of these strategies is to make students become more involved in the learning process.
The techniques used to coach students in different music related fields such as voice, dance or musical instrument.
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.
The goals identified in curricula and defined learning outcomes.
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.
No competences in this bucket.
Motivate performers to take on challenges. Encourage peer-learning. Establish an environment for experimentation using various methods, such as improvisation.
Ensure that performers are well prepared and closely guided in each work session. Ask performers for feedback about the work sessions and take it into account
Identify sources of inspiration and strong points. Identify the subject of the art production. Identify the content. Identify creative factors such as performers and music.
Express emotions and ideas through movements, gestures, and actions.
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.
Keep up to date with practice advancements and apply them to your professional dance practice.
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 a training session for performers. Take into account the training goal, the training space, and performers' health and safety.
Use inspirational artifacts and creative methods to stimulate the performers' imagination. Provide the performers with the necessary documentation. Stimulate performers' imagination involved in live performances, theater, film, and entertainment. Professionals in these fields work to inspire and enhance the creativity and imagination of actors, musicians, dancers, and other performers.
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.
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
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.
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.
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.
Write, select or recommend a syllabus of learning material for the students enrolled in the course.
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
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.
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.
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
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.
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Maintain discipline and engage students during instruction.
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
No competences in this bucket.
The relation of a practiced dance style with music structure and musicians.
The body of interrelated concepts that constitutes the theoretical background of music.
The techniques that facilitate a successful presentation of a play.
The different acting techniques for developing lifelike performances, such as method acting, classical acting, and Meisner technique.
The regulations that govern the set of rights protecting products of the intellect from unlawful infringement.
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
The various types of movement and physical postures undertaken for relaxation, body-mind integration, stress reduction, flexibility, core support and rehabilitation purposes, and that are required for or underpin occupational performance.
The theoretical methodology used in scientific research involving doing background research, constructing an hypothesis, testing it, analysing data and concluding the results.
The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.
Recognise and facilitate dance compositional structures appropriate to a chosen dance style and dance making process, according to the programme design, participant and group needs. Include a group's ideas through a choreographic process.
Describe experience in your discipline and within an artistic environment. Identify relevant elements to define an approach of your fight discipline in the artistic field. Describe your training background. Identify training that is relevant for the artistic approach of your fight discipline.
Support university students with the writing of their paper or theses. Advise on research methods or additions to certain parts of their dissertations. Report different types of errors, such as research or methodological errors, to the student.
Take responsibility for your physical and emotional wellbeing as a role model for your group. Care for the wellbeing of your participants while leading them in a dance session.
Help choreographers develop their reflection. Suggest readings. Refer to the work of visual artists, filmmakers, performing artists, composers and sound designers, and suggest potential resource persons.
Create movements, choreographic sequences or sections, and links in between them.
Demonstrate, describe or correct movement with your participants to enable them learn about their body and the dance style one is delivering in the participants. Compose and structure dance with the participants in the chosen dance style. Communicate the creative and compositional skills and experience and their relevance to the target market.
Identify codified movements to be used. Use and demonstrate codified movements to the performers.
Develop methods to pass on your choreographic style or signature to the performers. Define a mode of transmission. Select the necessary tools.
Rehearse and develop the artistic, choreographic, dramatic and interactional concepts to embody them in the artistic performance.
Analyse and improve the choreographic movements and physical language, following the directions of the choreographer, scene director, etc.
Compose choreographies for individuals and groups of dancers.
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Teach the choreographic material, using physical demonstration and any relevant documentation (written, visual, audio), conveying the choreographer's intent, the nuances and details of the choreography.
Participate in training sessions and classes to ensure the highest possible level of technical proficiency, physical ability, and physical fitness. Identify the requirements of the work that orientates the goal of the training.
Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Match the needs of your researched target community to your skills as a dance leader. Practice self-awareness and an honest appraisal of your skills.
Use dance noting techniques to notate different forms of dance.
Perform in artistic productions of differents disciplines such as classical ballet, modern dance, contemporary dance, early dance, ethnic dance, folk dance, acrobatic dances and street dance.
Perform exercises and demonstrate them when required. Aim to reach the training session objectives and the appropriate pace, finding a balance between artistic requirements and risk prevention principles. Take into account your physical form: fatigue, recovery periods, resting times, etc.
Maintain a positive image of the conservatory and use personal network in the best interest of the conservatory, such as establishing valuable artistic and financial connections.
Read and note dance scores (if the choreography is notated or is reconstructed from a historical approach).
Read the musical score during rehearsal and live performance.
Identify the choreographic structure of a live performance work. Be aware of sequences, sections, parts and rhythmic structure.
Identify the specific aspects of a cast and the emotions elicited by the performers' physical transformations. Sense the emotional charge of choreographic sequences, the arrangement of elements, in the use of space. Identify the emotional curve.
Identify developments in the labour market and recognise their relevance to the training of students.
Provide assistance in the planning and organisation of school events, such as the school's open house day, a sports game or a talent show.
Support and coach students in their work, give learners practical support and encouragement.
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Develop and plan the learning goals and outcomes for education institutions, as well as the required teaching methods and potential education resources. Organise content, form, methods and technologies for delivery of study experiences.
Reach out to and meet up with people in a professional context. Find common ground and use your contacts for mutual benefit. Keep track of the people in your personal professional network and stay up to date on their activities.
Assist clients or patients in moving in a structured or improvisatory manner for expressive purposes.
Keep track of the pupils who are absent by recording their names on a list of absentees.
Advise beneficiaries on future career options through counselling and, potentially, through career testing and evaluation.
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Incorporate the use of online learning environments and platforms into the process of instruction.