Teaching Vision Statements

by Meg Hebert Regan

The Nature of Dance Teaching

My priority as a dance leader is to employ dance in order to encourage others to best appreciate, believe in and develop their understanding of sense of self. When teaching and learning are motivated by teacher and student tendencies and strengths we gain a greater value for ourselves and for others. Efficient teaching and learning of dance listens to its participants absorption and recuperative pulse – it flows (Nachmanovitch, 1990). Active self-exploration leads us to understand the art of ourselves in process; it is not the products we make which define us.

Joy in Dance Learning

Dance is a physical, emotional and community activity, and thus deserves to be taught inclusively through each and all of these natures. I believe dance education should be taught as a series of holistic experiences. Learning from previous experiences widens the base of knowledge and gives confidence through the compilation of improvements. By navigating from one experience to the next, students learn why, how and when to apply problem-solving skills. This growth in self-efficacy combined with the use of metastrategic thinking is the key for one’s development through dance. With this key, students of any age will find the joy of a body in motion and the desire to build holistic and connected experiences for themselves (H’Doubler, 1940; Dewey, 1963).

Quality of Experience in Dancing

Beneficial dance experiences are those that critically explore the power and passion of bodies in space through keenly designed higher order thinking prompts to ignite curiosity and the concept of interconnectivity (Blooms, 2002). The seed of these experiences lies in organization. Learning about what systematic procedures work best for personal selves, allows us to be good self-managers. Being prepared is the first step in communicating our ideas. The second is the other side of the coin – actively listening to others. Accountable, collaborative dialoguing then is the gateway to higher order thinking in teaching and learning.

Process and Progress of Teaching

I am a teacher who works diligently within my field to maintain a deep connection to all aspects of dance. In order to be a reflective practitioner of my work as a teacher, I translate outside criticisms and feedback into future goals.

Two important educators who have influenced my teaching and learning ideals are Margaret H'Doubler and John Dewey. See quotes here:

When education is based upon experience and educative experience is seen to be a social process, the situation changes radically. The teacher loses the position of external boss or dictator but takes on that of a leader of group activities.

John Dewey, Experience in Education, 1963, p. 59

Education should be a building toward the integration of human capacities and powers resulting in well-adjusted, useful, balanced individuals. The desire to find peace within ourselves and to bring about an adequate adjustment to the life around us is the basis for all mental and physical activity.

H’Doubler, Dance: A Creative Art Experience, 1940, p. 60

Full vision statement available upon request, meghregan@gmail.com. Thank you.

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