“DANCE CLUB IS LIKE A HAPPY COMMUNITY. I FEEL GOOD WHEN WE DANCE TOGETHER.” – AFOMAYA, GR. 3
interested in. I keep a list of requests outside my class and have learned so much about current music from my students. I model being a learner and honour their identities by inviting them to share their interests and cultural backgrounds.
TAKING YOUR FIRST STEPS
• Model vulnerability and fully engage as a teacher. If we ask our students to do this, we as educators must show what it looks like to be out of our comfort zone. When I teach dance, I am fully commit- ted, which is a huge reason my students are eager to participate and engage.
• Establish norms such as personal space and starting in a neutral position. Clear expectations will help with self-regulation.
• Create a short list of songs with positive messages and invite students to choose. I always leave room for student selections with appropriate lyrics and messages, and carefully vet songs first.
• Choose a theme with students using t he song title, lyrics or tone of an instru- mental song. What is the song about, and what might that look like in the movement?
• Use dance strategies such as body storm- ing to generate movement to co-create choreography. For example, when we recently used the song “Be Nice” by the Black Eyed Peas, we talked about things we do that are kind. Ash shared that this could be helping someone up when they fall. Eva suggested we try a “reaching” move. Students explored what reaching looks like in the body in all different ways. “Let’s try reaching at a high level! Let’s try reaching with both hands. Can we add a twist to the reach? What should we do with our feet when we reach?” Students then explored this one movement in vari- ous ways until they collectively chose one.
• Weave in the dance curriculum by modelling dance terminology and the el- ements of dance. Use coaching to explore student-created movements in different
36 ETFO VOICE | SUMMER 2025
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