Why dance educators should focus on making connections with their dance students
In this blog series, we are exploring ways to help dance educators foster better connections with their students, so that they can teach more effectively and meaningfully. This blog series features insight from NDEO members who respond to a call for submissions, as well as ideas gleaned from resources used in our OPDI courses for dance educators.
In a previous post in this series, we reflected on some of the reasons why it is beneficial for dance educators to make connections with students, and how focusing on connections and relationships can help dance students be more successful. Making these connections can impact everything from how we interact with dance students, to how we plan our lessons and structure our classes, to the content that we teach. It may look different for every teacher, depending on their own experience and skill set, the students they are teaching, and the setting in which they teach. You can read more in the overview post here.
Why connections matter with preschool dance students
In this post, we will focus on how dance educators can better connect with preschool school age dance students. We are defining preschool age dance students as those approximately age 3 to 5 years old, who may or may not be enrolled in a formal early childhood education program. Preschool dance classes can be some of the most challenging to teach, and dance teachers may be uncomfortable working with students in this age group for a variety of reasons. Moreover, even though it is vital to provide preschool age dance students with a strong foundation in dance technique and social skills, these classes are often left to less experienced dance teachers. This blog post offers suggestions for dance educators working with preschool age dance students, with a focus on how to make meaningful connections with them.
Preschool age dance students are generally curious and eager to explore the world around them. In their dance classes, preschoolers benefit from the opportunity to use their imaginations, play, be creative, socialize with their peers, and make connections. They are just beginning to explore relationships with children their own age, and are still learning important social skills like empathy, cooperation, sharing, turn-taking, and following directions. It is important that preschool dance teachers take into account the social development of preschool age dance students and set expectations for behavior and peer interactions accordingly. Because preschoolers are developing the capacity to reason or use logic, they may not respond to the same kind of behavioral redirection or incentives that work to keep older students on task. They are still learning how to communicate their needs and express what they are feeling, and may resort to attention/connection-seeking behaviors like tears, outbursts, and tantrums when they are not being understood. In general, preschool age dance students may not able to regulate their emotions or practice impulse control. For this reason, activities that involve following multi-step directions, waiting long periods of time for one鈥檚 turn to dance, or lots of peer cooperation will probably be less effective with preschool age dance students. Preschool dance teachers should include social-emotional learning and communication building activities into their dance lesson plans.
Strategies for making connections with elementary age dance students
In this section, we share 6 strategies for making connections with preschool age dance students. These strategies are derived from contributions from NDEO members based on their own experience teaching preschool age dance students, as well as from resources used in our OPDI courses for dance educators. The contributors to this blog post have worked in a range of dance education settings, including dance studios, K-12 schools, and community outreach programs. We hope that dance educators working in all dance environments, and teaching any dance style, will find this information useful.
Simplify expectations for preschool dance student behavior, and reinforce them through interaction, song, or play
Preschool dance students need simple and clear expectations for how they are to act in class. These can include, 鈥淯se kind words,鈥� 鈥淜eep your hands to yourself,鈥� and 鈥淪top moving and talking when the teacher says freeze.鈥� Focus on the two or three most important rules that will keep preschool dance students safe and create a positive learning environment for all. 鈥淔or my toddlers we make a 鈥渇amily circle鈥� at the start of class, and we talk about how we are to behave in class and how we assist each other. I use concepts like dance family, helping each other, and caring for others in class,鈥� says Fedra Tavia Hunte, a Dance Educator in Ohio. Preschool age dance students will need frequent gentle reminders of the expectations, especially in the beginning of the session or school year. It can be very helpful to present the expectations in a way that is interactive and fun, such as visuals like posters and pictures, songs, chants, gestures, question and answer formats, or call and response patterns. This will help the students remember the expectations, especially if you repeat it frequently throughout class. 鈥淟anguage plays a great role in setting the tones for the classes,鈥� according to Hunt. 鈥淎lso, placing visual reminders around the room helps. Some of our warmup songs also reinforce our class values.鈥� Go over the expectations for class with the parents, and explain to them why they are necessary for a safe and happy dance experience. Nicole Heikkila-Popkin, a Dance Instructor in Michigan, emphasizes the benefit of getting families and caregivers involved. 鈥淭elling the grown-ups of my expectations, and emphasizing that their students will be the most successful if they work with me in reminding the students of my classroom expectations, made a big difference in helping create the best learning environment for my students.鈥�
Remember that for some preschool students, dance class will be their first experience in a class setting, and possibly their first time away from their parents and caregivers. Adapting to the new expectations of the dance class may take time. Moreover, preschool age dance students may act out because they are uncomfortable, afraid, or simply cannot remember the rules. Similarly, developing a relationship with the dance teacher and their fellow students may not be easy for many preschool age dance students, and this may impact their ability to meet the expectations of the class. Patience is key when it comes to helping preschool age dance students learn how to meet the expectations for behavior and interactions in their dance classes!
Help preschool age dance students transition into the studio
For some preschool age dance students, the transition into the studio can be difficult. Some students will be separating from their families or caregivers for the first time. They may be nervous about the separation, or about the dance class experience in general. It can be helpful for preschool dance educators to spend some time with the students and their caregivers in the lobby, waiting room, or hallway outside of the studio, before class begins. Dance teachers should introduce themselves, and let the students and caregivers introduce themselves to the group, too. The dance teacher should explain what will happen as the dancers transition into the studio, for example: 鈥淲e are going to say goodbye to our grown-ups, then line up with our hands on one another鈥檚 shoulders like a choo choo train. Then, we will chug-a-chug our train into the dance studio, and our grownups will be waiting for us when we are all done dancing.鈥� (Change up the scenario as needed, being as specific as possible. For example: 鈥淥ur grownups will watch us on the TV in the lobby.鈥� Or, 鈥淥ur grown ups will follow the train, and sit in the chairs at the back of the studio while we go sit on the dots in the middle of the room.鈥�)
Still, even with this assurance, some students may still have a hard time saying goodbye to their caregiver. One of the best strategies is for the caregiver to show the student that they trust and are comfortable with the dance teacher. Even though it may be difficult for the caregiver, smiling and staying composed, giving the child a hug, and then confidently handing them over to the teacher can help show the child that they are safe and in good hands.
In Movement in the Classroom: Rationales, Guidelines, and Resources To Get Schools Moving, Dr. Martha Eddy, CMA, RSMT reminds dance teachers that many different factors may influence students鈥� abilities to transition to the dance classroom. It is especially important to be aware of factors like this when working with preschool age dance students, who may not be able to verbally express the impact of outside influences on their mood and behaviors. Eddy notes that everything from unusual weather patterns to difficulties at home or within their family may play a role in how students feel about dance class on a particular day.
Make personal connections with your preschool age dance students
Preschoolers are constantly learning more about the world and their place in it. They are generally curious, love asking questions, and enjoying sharing about their interests, favorite things, and what they are learning. Some dance teachers may not know how to handle the steady stream of questions and comments that can come from preschool age dance students throughout class. They may feel like the chatter takes away from time that should be spent teaching, learning, and dancing. But these discussions are one important way that preschool age dance students develop social and emotional skills, which are vital for their success in and out of the dance studio. Indulging the students in some discussion time is a great way to support their healthy development. It can also lead to stronger relationships between the students and their preschool dance teacher, and among the students themselves - both of which can lead to more positive behavior in the dance studio.
Many preschool dance educators start class in a circle, so that the students can see one another and the teacher is equal to them. While in the circle, they may take attendance and ask each student a simple question, such as, 鈥淲hat is your favorite color?鈥� or 鈥淲hat animal do you like best?鈥� Time for sharing can help preschool age dance students transition into class mode, develop listening skills, and gain confidence. Heikkila-Popkin, a Dance Instructor in Michigan, believes that getting to know your dance students can help create a culture of trust and create positive connections. 鈥淚 am sure to appropriately engage with my students and get to know them as people. I want to know the name of my 4 year-old dancer's new puppy,鈥� she says. 鈥淚 don't need to be their best friend, but I would love to promote a trust in them that I want what's best for them and I want them to not only grow as dancers, but they can learn life-lessons they can bring with them in and out of the dance studio.鈥�
Transform technique exercises using creativity, playfulness, and imagination
At times, preschool age dance students are treated like mini-professionals, with the expectations that they will learn, dance, perform, and behave with a maturity that is beyond their capabilities based on their stage of development. But it is essential for dance educators (and caregivers!) to realize that most preschool age children are able to stand at the barre for 30 minutes or drill choreography over and over again. To better engage preschool age dance students, educators should consider adding creativity, playfulness, and imagination to their teaching methods.
There are many simple ways to do this, while still establishing the foundational dance skills that preschool age dance students needs. When doing simple straddle stretches on the floor, for example, dancers can imagine that they are painting a rainbow, making a pizza, or decorating a cake. Preschool dance teachers can make up a story that illustrates what students are doing during a combination. Here is an example that could be used in pre-ballet classes: Gallop 4 times to an apple tree, then stretch into a third arabesque shape as you reach to pick an apple. Hold the apple in front of you as you come back to first position. Put the apple into your right hand as your port de bras that hand and show the apple to a friend on the right, then switch the apple to your left hand and repeat to the left. Hold the apple up high and bourree turn in place. Dance games, even as simple as freeze dance, can be used as an educational tool, an avenue for creative expression, or a fun respite between more focused work. Another option is to 鈥済amify鈥� traditional dance activities. When traveling across the floor, for example, dance teachers can use the 鈥淩ed Light, Green Light鈥� format.
Most importantly, preschool dance teachers should be prepared to adapt and change their lesson plans and routine if needed to help their preschool age dance students stay on task and engaged in the lesson. For example, Heikkila-Popkin notes, 鈥淚f I see a student is becoming more distracted, I will give them specific tasks.鈥� You might ask a student who is getting off-task or acting out to help you pass out props to get them connected back to the class community, or stand next to you up front to help them stay focused. Heikkila-Popkin continues, 鈥淚f I notice a group has less energy than usual, I will ask them about it and perhaps pivot my lesson plan to encourage more breaks or focus on calming movement.鈥�
Design your classes with preschool age dance students in mind
Preschool age dance students may not benefit from traditional dance class formats, which generally start with slower-paced warm-up activities, involve time waiting for one鈥檚 turn to dance, and end with the most complex or challenging activities. Preschool age dance students often enter the studio with a lot of excitement and energy, so it can be helpful to start class with an equally energetic movement activity. This can be something like Follow the Leader, with the dancers following the teacher as they skip, jump, and tiptoe around the room before moving to a circle for stretches and other traditional opening exercises. Because preschool age dance students may struggle with impulse control, activities that involve a lot of waiting, such as traveling one by one across the floor or taking turns dancing in small groups, may not be the best option. Preschool dance teachers may find it better to keep the students moving together throughout the class, for example, by traveling as a group in a circle instead individually across the floor. Transitions between class activities should also be carefully planned to avoid unnecessary waiting time. The lesson plan should move quickly from one activity to the next, with a strategy for transitioning in a calm and structured way. Using a pre-set playlist can be helpful to prevent the lag time that occurs when changing the music. Preschool age dance students may have a harder time paying attention for long periods, so activities should be short and concise. They may tire out and get distracted easily, so it could be wise to plan activities that require the most focus for earlier in the class, like right after a warm-up or opening activities. Games and creative movement explorations can be a great way to end class because they often require less focused attention. Martha Eddy, in the document, Movement in the Classroom: Rationales, Guidelines, and Resources To Get Schools Moving, notes that their are many different kinds of games that can be used in dance classes to serve students in a variety of ways. These include rhythm games, chasing games, sensing games, mental games, and strength games.
Commit to Lifelong Learning as a Dance Educator
The best way to connect with your dance students of any age is to continue to be a student yourself. Dance and dance education is a continually evolving field, as new discoveries are made about child development, kinesiology and injury prevention, pedagogy., and related fields. Learning new strategies and ideas, and applying those in your dance classes, is a great way to ensure that you are connecting with your students in real and meaningful ways. NDEO鈥檚 Online Professional Development Institute offers convenient continuing education classes that will help you make stronger connections with your students. Courses are taught by learning experts in the field, featuring materials from top dance scholars and practitioners, including the documents by Dr. Martha Eddy and Dr. Theresa Purcell Cone cited above. They also allow you to connect with engaged and passionate dance educators from around the world, with whom you can share real in-studio experiences and practical resources that will make a difference in your teaching practice. Learn more about our courses by clicking here.
Photo Credits (in order from top to bottom): Featured photo by Allison Wilson, photo by Atin Mehra, photo by Ela Wolska-Wojda, photo by Toni Shaw- Shaw Photography Group, photo by Ansa du Toit Photography