杨贵妃传媒視頻

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 Ruth Arena, Adjunct Professor at Le Moyne College and Faculty at The Ballet & Dance Center ~~ Dancers strive to listen, respond, explore, and seek deeper understanding of the mysterious connection between the physical and mental/emotional/spiritual self. For most, this connection is porous, constantly fluctuating as self-knowledge increases. My cancer diagnosis presented new learning opportunities and forced me to delineate between body and mind in order to communicate with others: doctors, f...

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 Heather Harrington, Dance Faculty at Kean University ~~ The first time I heard a student of mine refer to dance as 鈥渢he industry鈥� was in 2015. Maybe she saw me physically recoil before saying, 鈥渘ot all dance falls under the category of industry.鈥� My recoil was rooted in my reluctance to see the pursuit of dance as 鈥渁 manufacturing activity or a distinct group of productive or profit-making enterprises鈥� (Merriam-Webster). During feedback sessions in my composition classes, as I began to ...

By Caitlin Barfield, Independent Dance Instructor ~~ Let鈥檚 talk about teaching philosophies. It has taken me years of training and teaching to come into my own pedagogical style. You must understand that as a young dancer, I was pushed to my limit and then some. While I was training to be a professional dancer, I found myself at the end of my rope time and time again. Overworked, burned out, and beaten down - not to mention the psychological trauma of it all, too...

by Pascal Rekoert, Assistant Professor and Dance Education Program Director at Central Connecticut State University ~~ If one thinks about teaching and learning in dance education, the realization dawns quickly that, like the art form, dance education is a gendered field. As a nation, the U.S. upholds rigorous and conservative beliefs and values towards gender norms, especially the expectations towards men. While dance has become increasingly accepted for males, especially in progressive regions...

By Jan Erkert, who was Head and Professor in the Department of Dance at University of Illinois from 2006-2022. ~~This 3-part blog series explores how dance artists can utilize embodied knowledge and choreographic process to interrogate systemic racism in dance programs. Dance departments and their curricula entered academia in the mid-20th century primarily reflecting the values of the dominant white culture in the United States. Ballet and modern often became the pillars of these curricula and ...

By Anabella Lenzu, choreographer, teacher, professor, and writer ~~ For me, self-discipline is the key to working on the flexibility and strength of one鈥檚 mind, body, and spirit. Without self-discipline, the life of an artist is impossible. Self-discipline is a respect for what you love. It is your ability to continue choosing to work on your art despite being tired one day, sick another, or any other number of challenges that may arise.No one is going to scream at you and tell you what to do ...

By Abigail Agresta-Stratton and Lynn Monson, NDEO Mentorship Committee Chairs ~~ In 2017, NDEO established a PreK-12 Mentorship Program, in response to member interest as expressed on our Online Forums and in yearly K-12 SIG meetings at the Annual Conference. The program is coordinated by a member committee in collaboration with NDEO staff. Dance educators working in PreK-12 schools with less than 5 years of experience can apply to be a mentee, receiving support from a dedicated mentor for two y...

By Shannon Dooling, NDEO Special Projects Coordinator ~~ It is safe to say that 2020 was a true test of the commitment, creativity, and courage of the field of dance education. Together, we have navigated our way through the 鈥淯ltimate Structured Improvisation鈥� that was......

By Hannah McCarthy, Dance Educator, Freelance Choreographer, Researcher~~The cancellation of American Ballet Theatre鈥檚 and New York City Ballet鈥檚 Fall Seasons may not have been the first of the year, but they were some of the first to be highly publicized and seal the fate of ballet for the rest of 2020. It鈥檚 as if the performing arts community knew this would happen all along...

By Mary Bawden, Founder & Executive Director of DA:NCE (Dance Awareness: No Child Exploited) ~~ It鈥檚 special to watch a young child put on their first pair of dance shoes at their first dance class and watch them anticipate their first performance. You, friends, already know that the research demonstrates that dance is a wonderful activity for children: improved academic performance, brain development, creativity, risk taking...

By Anabella Lenzu ~~ Nothing gives me more fulfillment than to discover different processes of creation, becoming, and transformation. My curious mind and heart always lead me to a fresh beginning, where creativity helps me to transcend ideas and rules, creating meaningful methods. In each new adventure, I'm either creating a scene, a show...

By Heather Acomb, Visiting Assistant Professor of Dance, Nazareth College ~~ The Bill Evans Method, affectionately referred to as 鈥淏ETI Pedagogy鈥� because of its birth inside of the Bill Evans Teachers Intensive (BETI) over the course of many years, is infused with elements of Creative Systems Theory, Transformational Learning Theory, and the framework of Laban/Barteneiff Movement Analysis. What makes this value system so unique is its ability to help us cultivate community...

By Rebecca Santone, Student at Bridgewater State University ~~ Other dancers, however, deflect to teaching dance solely as a way to pay the bills or as a fallback plan after their professional aspirations fall short. Others are forced to retire from dancing professionally, whether it be because of age, injury, or settling down with a family, and feel that teaching dance is the next step in their life. Teaching dance is not something that dancers should simply default to. As the professional danc...