Photo by Erika Record, courtesy of Texas Woman's University
Looking back on his early dance education, Matthew Henley, an assistant professor at Texas Woman's University in Denton, remembers the grading process as being rather "opaque." "Any assessments seemed to be verbal, informal and casual. Most everyone got A's," he says.
Henley spent eight years teaching in elementary schools as a guest artist in New York and New Jersey before earning his MFA in dance and a PhD in educational psychology from the University of Washington. He's developed a concept-based approach to grading dance technique, which he uses in his modern dance class at TWU. His grading system could prove especially useful in K–12 school dance classes where teachers must submit grades.
Photo by Jennifer Kleinman, courtesy of Danell Hathaway
It's high school dance concert season, which means a lot of you K–12 teachers are likely feeling a bit overwhelmed. The long nights of editing music, rounding up costumes and printing programs are upon you, and we salute you. You do great work, and if you just hang on a little while longer, you'll be able to bathe in the applause that comes after the final Saturday night curtain.
To give you a bit of inspiration for your upcoming performances, we talked with Olympus High School dance teacher Danell Hathaway, who just wrapped her school's latest dance company concert. The Salt Lake City–based K–12 teacher shares her six pieces of advice for knocking your show out of the park.
Photo by Gene Mayeda, courtesy of Wheeling High School
What would your ideal one-day residency look like? Last summer, when Masankho Banda notified me he would be in Chicago, I started dreaming of what a residency day with him could be for all students, not just the dancers, at Wheeling High School in Illinois.
Dance Teacher2014 K–12 public-school education award recipient, Joan Sheary, is starring in a new documentary, Toe the Line: Arts Education for Life. The film, which is currently wrapping 10 years of filming, follows a group of high school students as they participate in a public arts magnet middle school program in Worcester, Massachusetts, under the direction of dance teacher and former Rockette, Sheary.
Amber Johnson at Deland Middle School. Courtesy of DMS
For a young student in the process of developing bodily awareness, a hands-on adjustment by a teacher can mean the difference between safe and incorrect alignment. But in many K–12 schools today, a hands-on approach is frowned upon or sometimes even forbidden. With dance being a kinesthetic art, this limitation presents a predicament for K–12 dance teachers. Here, two teachers share their views on whether to use touch in class and, if so, how they go about it.