The Blueprint for Teaching and Learning in Dance was developed with the advice and counsel of the members of Dance Education departments on college campuses across New York City.
Furthermore, universities, conservatories, and colleges are integrating this document into their coursework, reflecting and supporting this New York City Department of Education Blueprint, so that future generations of dance educators will be prepared to provide exemplary dance instruction to their students.
The study of the Blueprint provided me with a conceptual understanding of the principles that I had been applying for years based on my intuition and experience alone; this understanding made a difference in my teaching by increasing my awareness of resources and tactics that I could then implement as a dance teacher.
My learning also involves Student Development and Dance, which in the Blueprint is comprised of four distinct benchmarks: second, fifth, eighth and twelfth grades, the significance of which I will explain below.
The Blueprint expresses with elegant clarity how movement is integral to the learning process of young children. Dance gives them an aesthetic avenue for creatively expressing feelings and imaginative stories informed by their inner fantasy worlds and their real lives.
I learned how children at this stage are whole-body movers who tend toward perpetual motion; balancing and holding stillness are major accomplishments. By teaching them structured dances, the Blueprint states, they can develop the following skills:
From my own experience, I have seen, and this is corroborated by the Blueprint, how in upper elementary school, children become increasingly keen observers of their world. At this stage, they have developed a more detailed kinesthetic sense and will challenge themselves to achieve new skills in dance.
Group dance experiences with longer-term resolutions that incorporate the opportunity to practice independently or in small (performing with their peers) groups give students a chance to express themselves in a unique and self-affirming way. The Blueprint suggests that ongoing participation in dance classes develops the following skills and understandings:
In dealing with eighth graders, it was very helpful to me to have the clear guidance, principles and theoretical understanding that the Blueprint provides.
It made a difference for me as a dance teacher to understand that students at this stage of their lives are testing their relationship to the world, both in terms of challenging the status quo and in developing a self-identity with which they feel comfortable.
I fully agree with the Blueprint that the turbulent emotions and rapid physical changes of this age group present both challenges and opportunities for the growth of skills and expression in dance, even though, often, these students can be very challenged by their own incapacity to focus their minds, which results in a short attention span.
I have corroborated that sharing their original creative dance work in small groups can be a productive solution for the shyness that often accompanies this period.
The Blueprint stipulates how consistent dance study develops the following skills and understandings:
This benchmark is particularly exciting for me, since I work a lot with high school students and teenagers. The Blueprint wisely separates student at this level into two categories:
For both types of students, the Blueprint suggest sustained, sequential dance training in order to build the following skills and understandings:
In summary, studying the Blueprint for Teaching and Learning in Dance, besides providing me with a wealth of information and opening my mind to countless possibilities and resources, has also helped me to become a much better dance teacher by offering me specific sample units that illustrate strategies for holistic dance teaching.
I have found very useful the way the curriculum is both subject-based—defining the goals for content— and outcome based—defining the goals for student achievement and giving me a variety of suggested examples of activities to reach these outcomes. I have been applying and practicing these principles since 2006. This practice has given me a level of knowing that comes only from experience.