RPEA Strategies for Teaching and Learning Dance

Abstract

Designed with the purpose of emphasizing the importance of dance teaching strategies in the cognitive, psychomotor and socio-affective’ harmonious development of the dance student, this article reflects on the concepts underlying the pedagogical-didactic intervention in dance. Thus, this study addresses the teaching styles, as definition and concept, the intervention models and their influence on pre-active teacher decisions, and a comprehensive set of teaching strategies, regarding the dance student or the dance class. Subsequently, the best practices in dance teaching that dance teachers should privilege are summarized, highlighting the best practices of instruction and feedback, of organization/management of the class, and of relational climate/discipline.