instructional strategies
The techniques that instructors use to deliver lessons. The aim of these strategies is to make students become more involved in the learning process.
Dance teachers instruct students in a recreational context in the various dance genres and forms, such as ballet, jazz, tap, ballroom, hip-hop, latin, folk dance etc. They provide students with a notion of dance history and repertoire, but mainly focus on a practice-based approach in their courses, in which they assist students in experimenting with and mastering different dance and dramatic expression styles and techniques and encourage them to develop their own style. They cast, choreograph and produce performances, and coordinate the technical production and the set, props and costume usage on stage.
Competences and skills
66 ESCO relationsEssential knowledge 3 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
2 competencessubject of music coaching
The techniques used to coach students in different music related fields such as voice, dance or musical instrument.
Cross-sector
1 competenceteamwork principles
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.
Essential skills and competences 28 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
13 competencesbalance participants' personal needs with group needs
Apply a variety of approaches in your practice that balances the needs of each individual with that of the group as a whole. Strengthen each individual's capability and experience, known as person centred practice, while at the same time stimulating the participants and support workers to form a cohesive group. Create a supportive and safe atmosphere for an active exploration of your artistic discipline.
be a role model in community arts
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.
bring out performers’ artistic potential
Motivate performers to take on challenges. Encourage peer-learning. Establish an environment for experimentation using various methods, such as improvisation.
create a work environment where performers can develop their potential
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
demonstrate technical expertise of your dance style
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.
express yourself physically
Express emotions and ideas through movements, gestures, and actions.
help performers internalise choreographic material
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.
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.
inspire enthusiasm for dance
Encourage and enable people, especially children, to become involved in dance and to understand and appreciate it, either privately or in public contexts.
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.
stimulate performers' imagination
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.
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.
understand the emotional dimension of a performance
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.
Cross-sector
15 competencesadapt 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.
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.
- Scope note
- This includes the use of teaching devices such as diagrams and other visual aids.
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.
- Scope note
- The skill applies to all educational levels such as primary, secondary, post-secondary and tertiary education.
assist students in their learning
Support and coach students in their work, give learners practical support and encouragement.
consult students on learning content
Take students' opinions and preferences into consideration when determining learning content.
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.
develop a coaching style
Develop a style for coaching individuals or groups that ensures all participants are at ease, and are able to acquire the necessary skills and competences provided in the coaching in a positive and productive manner.
direct movement experiences
Assist clients or patients in moving in a structured or improvisatory manner for expressive purposes.
encourage students to acknowledge their achievements
Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.
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.
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.
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.
perform classroom management
Maintain discipline and engage students during instruction.
prepare lesson content
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
provide lesson materials
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Optional knowledge 6 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
3 competencesevolution 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.
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.
link between dance and music style
The relation of a practiced dance style with music structure and musicians.
- Scope note
- This skill is specially very important in those dance styles in which music is played live or even improvised with dance, like flamenco, some African dance, some forms of early dance, belly dance, etc.
Cross-sector
3 competencesassessment 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.
learning difficulties
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
movement techniques
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.
Optional skills and competences 29 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
25 competencesadopt a person-centred approach to community arts
Adopt working methods which aims to create an environment for dance practice that builds upon existing qualities and strengths of each individual encouraging their active exploration of the arts discipline (dance, music, theater, visual arts). Make arts accesible and understable through different pedagogic strategies to facilitate your participants to gain the body knowledge they need for the arts discipline they are doing, by developing a quality in their artistic performance. Recognise and instigate development of participants so they have a more developed range of skill in their artistic performance.
analyse your fight discipline expertise
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.
contextualise artistic work
Identify influences and situate your work within a specific trend which may be of an artistic, aesthetic, or philosophical natures. Analyse the evolution of artistic trends, consult experts in the field, attend events, etc.
contribute to the choreographer's process of reflection
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.
coordinate artistic production
Oversee the day-to-day coordination of production tasks so that the organisation fits within the desired artistic and business policies and in order to present productions in a uniform corporate identity to the public.
create choreographic material
Create movements, choreographic sequences or sections, and links in between them.
define artistic approach
Define your own artistic approach by analysing your previous work and your expertise, identifying the components of your creative signature, and starting from these explorations to describe your artistic vision.
develop artistic educational activities
Develop speeches, activities and workshops in order to foster access and comprehension to the artistic creation processes. It can address a particular cultural and artistic event such as a show or an exhibition, or it can be related to a specific discipline (theatre, dance, drawing, music, photography etc.). Liaise with storytelles, craftspeople and artists.
develop artistic project budgets
Developing artistic project budgets for approval, estimating deadlines and material costs.
develop codified movements
Identify codified movements to be used. Use and demonstrate codified movements to the performers.
develop methods for choreographic integration
Develop methods to pass on your choreographic style or signature to the performers. Define a mode of transmission. Select the necessary tools.
develop proposed choreographic language
Rehearse and develop the artistic, choreographic, dramatic and interactional concepts to embody them in the artistic performance.
develop the physical language
Analyse and improve the choreographic movements and physical language, following the directions of the choreographer, scene director, etc.
devise choreography
Compose choreographies for individuals and groups of dancers.
facilitate teamwork between students
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
keep up to date on professional dance practice
Keep up to date with practice advancements and apply them to your professional dance practice.
maintain dance training
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.
manage artistic career
Present and promote one's artistic approach and position one's work in target markets.
manage resources for educational purposes
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 needs of target community with your skills
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.
prepare performance training session
Prepare a training session for performers. Take into account the training goal, the training space, and performers' health and safety.
present exhibition
Present an exhibition and give educational lectures in a comprehensible way that is attractive to the public.
read dance scores
Read and note dance scores (if the choreography is notated or is reconstructed from a historical approach).
record lessons learnt from your sessions
Recognise and record any lessons learnt from your sessions both for individuals in your group and yourself.
understand the architecture of a live performance
Identify the choreographic structure of a live performance work. Be aware of sequences, sections, parts and rhythmic structure.
Cross-sector
4 competencesassist students with equipment
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
develop a rehabilitation programme
Develop a rehabilitation programme to help patients rebuild their skills and restore their confidence.
develop learning curriculum
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.
keep personal administration
File and organise personal administration documents comprehensively.