Australian guidelines for dance teachers

• Introduction
• Stage 1
• Description of Levels
• Level 1
• Level 2
• Suggested Reading
• Appendix A
• Appendix B
• Appendix C
• Appendix D
• Endorsement

Introduction

The Australian Guidelines for Dance Teachers outlines codes of ethical and professional behaviour and emphasises the importance of safe dance practice and teaching methodology.

It has been designed to assist teachers and students of dance by providing minimum standards, and by suggesting ways in which teachers may maintain and/or upgrade their teaching skills. Parents will find the Guidelines useful in helping to choose a reputable dancing school or group for their children.

This document concentrates on the core activities of dance teaching, i.e. teaching methodology, health and safety issues, business principles and ethical behaviour. Further activities associated with the operation of a dance studio, e.g. managing, marketing and production skills, are not directly addressed here.

Artistic expression and dance as an art form are also issues which are not directly addressed in these guidelines. However, it is emphasised that it is the teacher's responsibility to instill in students a love of dance and an awareness of dance as an art form, both as a powerful means of self-expression and as a way of interpreting their world. A 'parents' code of behaviour' is included as Appendix C.

The Australian Guidelines for Dance Teachers is based on draft competency standards developed in 1994 and 1995 by Arts Training ACT and Ausdance ACT in response to community demand. They support the Code of Ethics developed by the teaching profession in 1986 and 1987 and the Safe Dance Project Report 1990, which increased community awareness of the need for dance teachers to maintain and upgrade their qualifications in injury prevention and management. The original draft competencies have been revised for publication by representatives of the dance teaching profession, with assistance from CREATE Australia and the Australian Dance Council (Ausdance).

There has been wide consultation throughout the process, which has also informed the suggested reading section, compiled from lists of favourite references supplied by practising teachers.

This is Stage One in developing National Dance Industry Competency Standards, a process which will eventually provide accreditation for dance teachers, with recognition given to prior learning and qualifications. In the meantime it is hoped that this document will be used by teachers to self-assess their expertise and training needs. It is also suggested that teachers and choreographers working with professional dance companies adhere to these guidelines. The guidelines have been divided into two levels of competence:

Guidelines for Teachers of Dance—General

This level incorporates all recreational, community and social dance; that is, the teacher is not aiming to train students for a career in dance.

Guidelines for Teachers of Dance—Vocational

This level subsumes Level One, and incorporates teaching aimed at pre-professional training, i.e. preparing a student for a career in dance.

Through the implementation of these guidelines, Australian dance teachers are being invited to participate in a self-assessment process to enhance their professional standing in the community.

Robina Beard, Chairperson Australian Guidelines for Dance Teachers Steering Committee, 1997