Fostering Student Success: Obvious Grading & Inclusive Dance Education
As dance educators,we all strive to cultivate not just skilled movers,but confident,engaged learners. Creating a supportive classroom surroundings hinges on clear expectations adn a focus on process alongside performance. Here’s how experienced instructors are successfully implementing strategies to boost student understanding, build trust, and foster a deeper connection to the art form.
The Power of Individual Check-Ins & Detailed rubrics
Many students benefit from personalized feedback beyond simply a grade on an assignment. Francesca Dominguez, such as, schedules one-on-one evaluations around midterm time. This allows students to discuss their progress, address concerns, and feel more agreeable seeking guidance throughout the semester.
Dominguez emphasizes a “process-based” grading approach, but stresses the importance of clearly defining that process. Explain the “why” behind each exercise and how it directly contributes to skill development and performance practice.
Detailed rubrics are key. Beyond technical skill, consider incorporating elements like work ethic, spatial awareness, group dynamics, focus, and the ability to integrate feedback. Maddie Kurtz Marcadis takes this a step further, using specific language to illustrate top-level performance – for example, clearly defining what a “neutral spine” looks like in a jazz class.
[Image of Nancy Dobbs owen jumping in the air, wearing jeans and floral combat boots. Caption: Nancy Dobbs Owen. Photo by Michael Higgins, Courtesy Dobbs Owen.]
Assignments that Build Confidence & Ownership
Nancy Dobbs Owen champions assignments that encourage self-reflection and creative exploration.
* Weekly Journals: Prompts focusing on what went well, areas for improvement, and helpful corrections encourage students to actively analyze their learning.
* Adaptation & Remixing: Challenge students to personalize variations or combinations, reflecting their individual style or adapting them for cultural sensitivity.
* Short Film Projects: Having students document their work through film not only expands their skillset, but also fosters a sense of ownership and pride, particularly for students who may initially lack confidence.
This approach effectively balances technique with personal expression, helping a wider range of students connect with their work.
Clarifying Expectations: A Proactive Approach
While a course syllabus is essential, simply meeting institutional requirements isn’t enough. Proactively addressing potential questions and concerns upfront can significantly improve the learning experience. Here’s what Dominguez,Marcadis,and Dobbs Owen recommend including in your syllabus:
* Dress Code: Provide specific links to appropriate dancewear,including undergarments.
* Attendance & Participation: Clearly outline policies regarding lateness, absences, and expectations for active observation.
* Active Participation defined: Specifically state what constitutes active participation (e.g., minimizing phone use).
* Communication Guidelines: Set boundaries for response times. Marcadis offers a helpful example: “You can contact me anytime, but I will not respond after business hours. Please allow 48 hours for a response on the weekends.”
* consent Practices: Prioritize student safety and agency. Dobbs Owen includes a statement like: “My class is consent-based. You will never be touched without being asked. You can always say no. You don’t have to do so publicly.”
* AI Usage Policy: Address the use of artificial intelligence in written assignments.
By proactively addressing these areas, you create a more transparent and supportive learning environment, empowering your students to thrive.
