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ABOUT US
We have been a leading light in dance education and teaching for nearly a century and have the experience, expertise and enthusiasm to help you realise your goals. Whether you are looking to gain initial teacher training or are a well-established dance teacher in need of inspiration, the Royal Academy of Dance has a programme for you.
We recognise that there are many different ways of becoming a dance teacher and that access to our programmes is vital, wherever you are in the world and whatever your lifestyle. If you are able to study with us in London, you will become part of a vibrant family of students of all ages and backgrounds who share a passion for dance. If you are an international student, you can become part of our dynamic, global network of distance learners, all committed to improving dance teaching and enhancing people’s lives through dance.
Either way, successful completion of our programmes allows you to become a Member of the leading international organisation for dance teacher education. RAD teachers, and the professional qualifications they hold, are renowned across the dance world. Our degree programmes, validated by the University of Surrey, are highly respected academic awards which are transportable worldwide. Once you have graduated, our Continuing Professional Development Scheme means that you will have further opportunities to enhance your knowledge and skills.
In today’s complex world it is important that dance teachers are equipped with a range of skills and can adapt to change: economic, social and cultural. All RAD programmes integrate theory and practice so that you see the ways in which your work in dance relates to the bigger picture and to the lives of the people you teach. We like to think of our Members as teachers of dance and educators for life who really can make a difference.
We hope that you will find what you are looking for in the following pages and that you will join us here at the Academy as we move forward towards another century of innovation and enterprise.
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