Best practices-developing-choreographers

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Journal of Dance Education
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Best Instructional Practices for Developing Student
Choreographers
Kathryn Humphreys MA
a
& Sinéad Kimbrell MA
a
a
Hubbard Street Dance Chicago, Education & Community Programs , Chicago , IL
To cite this article: Kathryn Humphreys MA & Sinad Kimbrell MA (2013) Best Instructional Practices for Developing Student
Choreographers, Journal of Dance Education, 13:3, 84-91
To link to this article: http://dx.doi.org/10.1080/15290824.2013.812790
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Journal of Dance Education, 13: 84–91, 2013
Copyright © Hubbard Street Dance Chicago
ISSN: 1529-0824 print
DOI: 10.1080/15290824.2013.812790
Best Instructional Practices for Developing
Student Choreographers
Kathryn Humphreys, MA
and Sinéad Kimbrell, MA
Hubbard Street Dance Chicago,
Education & Community
Programs, Chicago, IL
ABSTRACT Drawing on more than two decades of experience refining this teaching
process, as well as insights from two consecutive research studies of Hubbard Street
Dance Chicago’s education work, this article presents best practice strategies for teach-
ing choreography to elementary students in schools. The article outlines the rationale
behind the Prepare, Create, Perform, Respond (PCPR) process used with students in
Grades 2 through 6, with residencies spanning 10 to 25 sessions (approximately 8 to
25 teaching hours) in Chicago-area public schools. Our programs use universal dance
vocabulary, which covers dance concepts (body, energy, space, and time) as well as a
set of seven choreographic devices (retrograde, expansion, transposition, diminution,
accumulation, canon, repetition). This basic vocabulary is consistent in all residen-
cies, and is linked to each residency’s inquiry or guiding question. This inquiry helps
identify the specific dance concepts to be used (e.g., size and energies, in the case of
a residency focused on form and function), or choreographic devices (e.g., retrograde,
canon, and diminution, at a school whose inquiry is shaped around “reduce, reuse, and
recycle”) to shape student choreography. This article provides practical application of
instruction and assessment practices within the PCPR process.
Address correspondence to Kathryn
Humphreys, Hubbard Street Dance
Chicago, Education & Community
Programs, 1147 W. Jackson Blvd.,
Chicago, IL 60607. E-mail:
khumphreys@hubbardstreetdance.com
Our organization’s education work is centered in the philosophy that experiences in
the creative processes of dance, combined with seeing the results thereof in professional
performance, provide unique learning opportunities. “Creating dances and making
sense of dances require reasoning, understanding symbols, analyzing images and know-
ing how to organize knowledge” (Hanna 2008, 497). After years of refinement, we
have arrived at the idea that our dance curriculum for public and private elemen-
tary school students develops artists, like the work of the company itself, through the
choreographic process. Every teacher, teaching artist, and student begins with choreog-
raphy. How we generate movement ideas, refine them, shape them, and present them
is the work of our in-school residency programs.
Research confirms the potential benefits for integrating the creative processes of
choreography into school curricula. Utilizing the choreographic process can provide
insight into learning through the body that fosters the education of the whole child
and creates a resource-rich learning context. It fosters multiple intelligences through
creative problem solving (Bresler 1992; Deasy 2002; Hanna 2008) and linguistic
growth in reading and expressive communication, as well as enhanced interpersonal
relationships expressed through social interaction and the development of social toler-
ance (Aprill, Burnaford, and Weiss 2001). When students choreograph, they employ a
representational mode not always incorporated into curricula. “Translating emotions,
ideas, and data from one medium to another, such as thinking metaphorically through
a physical embodiment of written or spoken text, requires an understanding of subject
matter that includes being able to use it in new contexts” (Hanna 2008, 500). Whether
or not students continue to choreograph after the completion of a residency, this
84
Downloadedby[SineadKimbrell]at08:3829August2013

approach posits that engaging them with the creative process
through dance moves forward the art form and student
learning (Smolin 2012).
In teaching the creative process, the cyclical formula of
Create, Perform, Respond is the functional outline for our
work. This process is anchored in a variety of curricular stan-
dards, at the state level, as well as within the National Dance
Education Organization’s national dance standards. Given
the general lack of dance experience among students, how-
ever, we have added Prepare to the front of this formula.
We acknowledge that these students need to understand how
to create movement ideas and gain basic dance knowledge,
not necessarily dance technique, before choreographing in
the Create step (which includes revision and refinement
tasks). Through research studies led by Dr. Louanne Smolin
(2012) using the assessment tools included in this article,
we have demonstrated that this cycle does facilitate student
learning of the choreographic process, evidenced by measur-
able changes in students’ choreography rubric scores, pre-
and postresidency.
The following outlines specifically how students gener-
ate movement ideas, refine, shape, and present them using
the Prepare, Create, Perform, and Respond (PCPR) process.
Preparing students to create means introducing a shared
vocabulary, one that allows them to begin with personal,
sometimes pedestrian movements and make choices that
turn these into dances, on which they can then reflect.
Students create, perform, and reflect on their work just as
professional choreographers do. Like professional choreog-
raphers who draw inspiration from the world around them,
students draw information from their worlds, the school
environments in which they spend the majority of their day,
and through collaboration with their classmates. This insis-
tence that students are choreographers, that they can create
and manipulate movement using the same tools and thought
processes as professionals, defines a new paradigm, shaping
best practices in dance education.
INSTRUCTION AND ASSESSMENT TOOLS
In our approach the Create, Perform, and Respond steps
are embedded throughout the creative process. The cycle
of PCPR occurs in each class on the microlevel, as well
as during performances and subsequent reflections by stu-
dents and parents at the end of each residency or unit.
Even during the initial step, Prepare, students are asked
to perform while creating and responding on the spot, to
ensure understanding and drive the curriculum forward. For
the purposes of this article, we outline them separately,
with nods to how they overlap within each section, and
provide an “in practice” section with specific classroom
examples.
Throughout the work, three main assessment tools are
utilized: the Choreographic Rubric (Figure 1), the Eyes
See/Mind Sees reflection process (Figures 2 and 3), and the
Choreographic Process Worksheet (Figure 4). Each of these
tools was developed and refined by staff in collaboration
with a roster of teaching artists. This contribution by teach-
ing artists, although difficult to extract clearly, cannot be
overstated, as their feedback has been invaluable to the
development of these tools’ effectiveness.
PREPARE
Maxine Greene (1995) states, “students need to pursue their
own images, their own visions of things. . . . (T)hey can be
enabled to realize that one way of finding out what they
are seeing, feeling and imagining is to transmute it into
some kind of content and to give that content form. Doing
so, they may unexpectedly perceive patterns and structures
they never knew existed in the surrounding world. They
may discover all sorts of new perspectives as the curtains of
inattentiveness pull apart” (58–59).
Prepare includes three components: learning concepts
and devices in preparation for developing each student’s
movement vocabulary, exploring concepts and devices
through improvisation as they prepare to become choreog-
raphers, and observing dance, both of their peers and of
professionals, to become articulate and informed audience
members.
Because many of the students do not have prior
knowledge of dance, we begin by teaching students to
create and modify their own movement ideas, rather
than utilizing codified steps from dance techniques. This
method provides the added benefit of creating a student-
centered learning climate that drives student engagement
and encourages authority over students’ own learning.
Students engaged in these art experiences begin to develop
habits of mind, ways of understanding and representing
the world. And in this age of mass-media marketing, learn-
ing in the arts enables students to become producers
of culture, not simply consumers (Rabkin and Redmond
2004).
Prepare: In Practice
Before entering the classroom, teaching artists and staff
need to determine what knowledge and skills students
might already have. Students are asked to complete a
choreographic assignment during the first class to set a base-
line. This assignment asks students to create a dance using
the following four guide points from the Choreographic
Rubric:
• Use of required choreographic elements (concepts or
devices covered by the unit).
• A clear beginning, middle, and end.
• Rehearsable and repeatable in composition.
• Interesting and engaging for audience.
The descriptors for each of these items (Figure 1) are dis-
cussed in the “Create” section of the article.
Developing Student Choreographers 85

Nope Try Again Getting Closer OK Almost There Yeah!
Required
materials of
assignment
are
highlighted
No
attempt
Attempted
to highlight
at least one
requirement
Attempted to
not pantomime
required
material or
highlight at
least two
requirements
No panto-
mime; all
requirements
are at least
present
At least half of
required material
is fully
embodied/clearly
articulated and
the rest is present
All required
material is
fully embo-
died/clearly
articulated
Clear
beginning,
middle, and
end
No
attempt
No sequence
present;
Transitions
are not
present
Sequence is
present;
Transitions are
not present
Sequence is
present;
Transitions
are present
Sequence or
transitions are
clear and
purposeful
Sequence and
transitions are
clear and
purposeful
Dance is
rehearsable
and
repeatable in
composition
No
attempt
Group
knows
movements
but not fully
embodied
Some of the
group fully
embodies
choreography
with original
intentions but
not every time
Some of the
group fully
embodies
choreography
with original
intentions
every time
Choreography is
fully embodied
with original
intentions but not
every time
Choreography
is fully
embodied with
original
intentions
every time
Work is
interesting
and engaging
for audience
No
attempt
Dance is not
engaging,
but rather
flat and
lifeless
There is no
sense of
performing to
be watched;
The group
exhibits a lack
of audience
awareness
Dance is
engaging, but
there is a lack
of surprise or
liveliness;
The group
exhibits an
awareness of
audience
Dance is lively
and engaging,
and conveys a
topic that has
come to life; The
group exhibits a
strong sense of
audience; The
dance shows
moments of
originality
Dance is lively
and engaging,
and conveys a
topic that has
come to life in
a surprising
way; The
dance shows
originality and
a personal
touch
FIGURE 1 The choreographic rubric.
What did your Eyes See in this dance? How
would you describe their use of the body,
energy, space and time (B.E.S.T concepts)?
What choreographic devices were used by the
choreographer? How was the dance organized
and/or the dancers grouped?
What did your Mind See, or what did you
imagine was going on in this dance? Did
your mind create a story? What was that
story?
FIGURE 2 Eyes See/Mind Sees was developed in 2007 by Kathryn Humphreys and Sinéad Kimbrell with former Hubbard Street
Teaching Artist Janet Brooks.
Mind Sees: Pre-Residency Mind Sees: Post-Residency
I didn’t really see anything because it didn’t
really make sense.
What my eyes saw were smooth movements
which help me picture a bird. At first, all the
dancers were in a group, dancing in unison.
This helped me picture a flock of birds. Then,
two soloists began to dance by themselves, and
then joined together. This helped me picture a
male and female bird finding each other after
years of loneliness, and staying together for an
eternity of happiness.
FIGURE 3 This example displays how the Eyes See/ Mind Sees process allows students to make and communicate sophisticated
interpretations of what they observe.
86 K. Humphreys & S. Kimbrell

Part 1: Brainstorming
1. What ideas do you want to communicate to the audience?
2. What movement ideas/structures/choreographic devices would you like to use?
Part 2: Choreography intentions:
1. How does your choreography BEGIN? (Examples: Onstage/at a low level/tempo/with locomotor
or without) Why?
2. What happens in the MIDDLE of your dance (part 1)? Why?
5. How does your dance END? Why?
Part 3: Self-reflection
1. Read what you wrote for your BEGINNING. Did you see the dancers doing this in the video?
What needs to be clearer?
2. Read what you wrote for your MIDDLE (part 1).
Did you see the dancers doing this in the video? What needs to be clearer?
Did you see the dancers doing this in the video? Wxhat needs to be clearer?
5. Read what you wrote for your END.
Part 4: Peer Reflection
1. What feedback did you get back from your peers?
2. What do you need to do during your dance to feel good about your choreography and your
performance?
FIGURE 4 The choreographic process worksheet.
Moving forward with the students, teaching artists focus
on these four areas from the rubric to help students think
about and produce dance as choreographers. To ensure stu-
dents are able to apply concepts and devices to their own
choreography, and in collaboration with their peers, teaching
artists spend half of the residency teaching through move-
ment explorations such as structured improvisation. A quick
warm-up—Anne Green Gilbert’s Brain Dance (Gilbert 2006),
for example—prepares students for the concept of the day by
expressing it multiple times through physical developmen-
tal patterns before instruction moves into the exploration
portion of the class. The use of structured improvisation
in lessons gives students both guidance (how to craft their
dances) and freedom (choice among movements to express
their ideas). A well-structured movement assignment focuses
on the concept of the day, yet gives freedom to layer in
other concepts. For example, the teaching artist might ask
students to perform one locomotor movement for 16 counts
across the space before creating a shape. The students must
travel through the space to embody the concept of the
day—locomotion—and find a frozen position (shape) after
16 counts. However, they have the freedom to choose the
energies, tempos, directions, and levels of their movement
phrases. Simple strategies such as these can be adopted by
students when they proceed to create their own work.
Prepare to Create
In preparing students to become choreographers, we pro-
vide them with models for thinking about the choices they
are making as they create movements, setting the stage
for more complex discussions later about choreographic
choices. Starting the questioning process around improvi-
sation prepares students for crafting their choreographic
choices when they are asked to collaborate in group work:
Why did you choose to glide on a low level, facing away
from the audience? Was a slow tempo part of your intention?
If so, why? When it comes to students producing choreog-
raphy, they need to be aware that their movements relay
meanings brought to life by their choices. Structured impro-
visations give them the space to play with these choices
before purposefully constructing meaning. By using impro-
visation to explore movement choices, the teaching artists
can set up the choreographer–audience relationship, hav-
ing some students perform while others observe. Structured
improvisations also provide students with a framework for
creating and manipulating their own movement ideas as they
evolve from pedestrian movements, creating a movement
laboratory for learning.
Prepare to Respond
Another learning objective is to prepare students to be
engaged and communicative audience members. In addi-
tion, reflection is an important part of the journey to
becoming an articulate choreographer. Although presented
at the end here, Respond is not seen as a final step of
the creative process, but as one that is embedded through-
out, present during brainstorming and revising. Through
reflective performing and viewing during improvisations,

students witness how the same concept is expressed by dif-
ferent bodies, how audience members gather meaning from
movement, and what makes a dance interesting. The skills
that work to create informed audiences are the same skills
that create reflective choreographers, who are conscious of
their choice-making and its impact on the audience. For
example, if students want unison movement, they will need
to think through what to say or show the performers to
have their bodies look the same. If they want to make
the audience feel excited, they have to recall which move-
ments (e.g., low to the ground in slow motion, or flying
through the air at a fast tempo) made them feel excited as
a viewer. Connecting movement with intent supports stu-
dents’ ability to move away from what they already know
as pedestrian movers to thinking and moving as dance
artists.
CREATE
As students learn to embody their new dance vocabulary,
they also learn to make clear choices about how to use that
vocabulary to express their ideas in this new language as
previously outlined. As they teach students to choreograph,
teaching artists must clearly break down the creative pro-
cess for students, providing clear structures to choreograph
within, such as rondo, canon, or forms like A-B-A, call-
and-response, and theme and variation. During this time,
students improvise (brainstorm), create a rough draft, and
revise their work together several times. To provide a clear
through line and assist these emerging choreographers, we
continue to utilize the four criteria from the choreographic
rubric (Figure 1) introduced during the pretest. Create is the
most clearly cyclical of the processes, with respond/revise
and perform necessary parts of effective creation. How
those steps are used during creation with further explana-
tion of their independent function later is noted later in the
article.
Creating with the End in Mind
Using the best practice strategy of backward design, stu-
dents are provided with the rubric and descriptors so they
clearly see from the beginning the challenges being asked
of them. This rubric lets students see that to elicit Yeahs,
their dances should be fully embodied, with all required
material clearly articulated; be sequenced clearly and pur-
posefully, with complete and considered transitions; be
fully embodied as choreography with its original inten-
tions intact during each performance; and be lively and
engaging, to convey a topic and bring it to life with
originality and personal touches. That is a lot to ask of
any choreographer, particularly a young student, and yet
we see students achieve this in their work, albeit not all
of them and not all of the time. These are aspirational
goals meant to inspire and engage students as they move
forward.
Create: In Practice
To help students begin their work, the teaching artist gives
them The Choreographic Process Worksheet that states the
four criteria from the rubric followed by a series of guiding
questions:
Part 1: Brainstorming
• What ideas do you want to communicate to the audience?
• What movement ideas, structures, or choreographic
devices would you like to use?
Students are given time to work as soloists or in collaborative
groups to analyze how they might use the required con-
cepts to communicate an idea from their point of view. After
spending time physicalizing their initial movement ideas,
they answer the following questions to help them recall and
clarify what they have shaped.
Part 2: Choreographic intentions
1. How does your choreography start? (Examples: Onstage /
At a low level / With locomotion or without) Why?
2. What happens in the middle of your dance (part 1)? Why?
5. How does your dance end? Why?
Responding During Creation
After students have created a draft, they perform for their
peers and use the reflective process, Eyes See/Mind Sees.
This reflective method helps students critique and makes
meaning of choreographed movement studies. The Eyes
See/Mind Sees method links “inference and physical feats
that satisfies the choreographer–audience relationship and
gives both the choreographer and audience a structure and
language with which to articulate their experience” (Kimbrell
2012, 89). This strategy asks the audience to recall what their
“eyes” saw, such as which body parts drew their focus, what
energy qualities they noticed, and how the choreography
related to and made use of space and time. The choreog-
raphers and dancers hear, as well as chart, what was clear
or stood out, and what was absent or unseen. The audi-
ence then states what their mind “saw,” or in other words,
the images and stories their minds concocted while watch-
ing the dance. This second step allows the choreographers
to receive vital feedback about how their movement choices
are being translated into meaning, and continues the growth
in students’ understanding that works of art, even their own,
often have multiple interpretations. Eyes See/Mind Sees can
be used as a peer share (between one soloist or group and
another) or as a whole-group discussion. We encourage mul-
tiple occurrences of this type of feedback during the creation
of a new work. Figure 2 shows the type of questions that can
be included in this reflective process.

Revising During Creation
During the creative process, students need to learn that
their first drafts, and even their second or third drafts,
are often not their final drafts. Teaching artists record stu-
dents’ drafts (via video) to assist in thoughtful editing, as
the ability to see themselves dancing is a greater prompt for
revision than any audience feedback or worksheet. It is dur-
ing this time that students revisit the choreographic rubric
while viewing their own work and taking in feedback from
their peers during the Eyes See/Mind Sees process. Parts
3 and 4 on The Choreographic Process Worksheet continue
to embed Respond in the creating and revising of student
choreography.
Part 3: Self-reflection
A. Read what you wrote for your BEGINNING.
Did you see the dancers doing this in the video? What
needs to be clearer?
B. Read what you wrote for your MIDDLE (part 1/A).
C. Read what you wrote for your MIDDLE (part 2/B).
D. Read what you wrote for your MIDDLE (part 3/C).
E. Read what you wrote for your END.
Students must decide where they are currently on the
rubric after viewing their drafts, as well as what they need
to do to move up the rubric toward a Yeah! At this time,
students take their learning into their own hands, although
the teaching artist supports each soloist’s or group’s artistic
journey to fulfill the criteria set forth on the first day of the
residency by checking in with them as they decide which
choices to make next.
Before students share their work on a larger scale,
described under Perform, they are given another opportu-
nity to perform for their peers. There are no critics of student
work taken more seriously than their peers; performing a
final draft in front of their classmates for any last-minute
tweaks helps students solidify their ideas and interpretive
choices.
During check-ins, the teaching artist instills in students
that interesting choreography does not equal using every-
thing they know, but in thoughtfully crafting a message or
idea for an audience that is engaging, surprising, and fully
presented. It is important that their movements are con-
nected to an artistic intention as well as connected to their
“Whys” in Part 2, and suggestions of clarity in Part 3. The
teaching artist guides these conversations using questions
such as these: What makes a great dance? What makes an
okay dance? What was interesting? What was unexpected?
For students just learning to choreograph and perform,
engaging in these discussions as both a performer and an
audience member allows them to reflect on how what they
see in their peers’ work applies to their own performance.
Performing During Creation
It has been, and continues to be, a tricky balance in the short
amount of time we have with students to find time to give
them skills to create and edit dances while also giving them
the skills to work toward performing those dances effectively.
Even the most interesting choreography can be ruined for
the audience if it is performed by students who have not
rehearsed their movements, do not know what is next, or flail
and talk through the performance. Practicing performance,
as part of the peer-sharing process, enables students to move
back and forth in their roles as choreographer and performer
as the classroom experience requires that they be both.
After their final peer sharing, the student choreographers
complete Part 4, the final section of the worksheet.
Part 4: Peer reflection
• What feedback did you get back from your peers?
• What do you need to do during your dance to feel good
about your choreography and your performance?
In addition to refining the physical performance of their
dances, the Perform step in this cycle is an opportunity
for students to express the ideas behind their movements.
Clearly articulating the “why” offers insight for the audience
and the teacher as to the students’ intentions and can assist
in the refining of their movement choices and subsequent
performance.
PERFORM
Dance is a performative art and exists fully only in the
moment of performance. Even though focus is on teach-
ing students to be engaged and reflective choreographers, we
must also work on performance skills. The role of performer
is a reflective one that allows students to think critically
about how they are embodying their ideas: How will the
audience interpret this choreography? What is the role of
ambiguity in sharing my ideas? How will different cultures
and experiences shape how my work is viewed? How can this
be better? Learning to ask and explore such critical questions
is, of course, useful far beyond simply improving one dance
and frequently plays a role in a residency’s inquiry questions.
Beyond that, being able to perform their dances with
clarity and intention taps into larger learning skills. “The
acquisition of critical thinking and learning skills, essen-
tial to education in any subject, is involved in learning
a dance technique and performing creatively and, most
productively, in making and analyzing dances that convey

thoughts, feelings or a perspective on movement itself” (e.g.,
Baum, Owen, and Oreck 1997; Heath, Soep, and Roach
1998; Seham 1997). To perform their dances successfully,
students must be able to collaborate, understand the mean-
ing and intent of their dances, rehearse their movements,
create memory, be accountable to their coperformers and
cochoreographers, and discover what it means to dance fully
and with expression. These are difficult skills for experienced
dancers, and yet a dance residency is not complete without
introducing these ideas to students.
Perform has two levels: (1) the role of performance in the
creative process, which allows for feedback, rehearsal with
an audience and critical reflection, and (2) performance as
an end of unit sharing where a “finished” work is presented
to share learning and ideas. As stated earlier, the program
employs both of these performance strategies as ways of
moving students’ understanding forward in this cyclical cur-
riculum, but places far more emphasis on the former given
the time constraints of most in-school residencies.
Perform: In Practice
We begin using performance during the very first class to pre-
pare students for understanding the performative nature of
the dancer, choreographer, and audience conversation. All of
these “performances” are quite informal in nature, but they
work together to inform students’ understanding of the role
of sharing in dance, that a dance exists only in the moment
of performance. Additionally, an audience can be thought
of as anything from the teacher or teaching artist to a small
group of students to the entire class to parents and outside
classes, depending on the goal of the sharing. We teach the
skill of performance through a variety of methods: round-
robin sharings, in-process sharings with structured audience
feedback such as Eyes See/Mind Sees, peer-to-peer reflec-
tions, and in-process videoing. Each of these methods works
to move students through the process of creating movement
ideas to embody their ideas as dance. It is vital that stu-
dents have numerous opportunities to share their movement
studies or drafts, experiencing what it means to dance for a
variety of audiences as well as gathering vital feedback, both
from the experience of performing as they engage in self-
reflection as well as from the more structured feedback from
their audience.
Reflective Performers
Informal student sharings help students become comfort-
able with the idea of dancing for others, as well as serving
as a vital component in the choreographic process, but it
is important for students to also learn to recognize when a
work is “done.” End-of-residency sharings provide that end-
point to the students’ choreographic processes and allow
students to experience performance in front of a larger
audience. An end-of-residency sharing not only documents
the “final” student choreography, but it also shares aspects
of the creative process, making student learning visible to
parents and peers. As students share their short dances, they
also share journal entries, sketches, ideas, and vocabulary
that have been part of the residency, leading the audience
through their thinking and learning processes.
Creative Performers
As students work through the rehearsal process, encourag-
ing them to stick with their dance pieces long enough to
thoroughly understand them as performers can be challeng-
ing. Students are not often allowed the freedom of working
on the same task and refining it in consecutive classes.
Utilizing practices from professional dancers, such as explor-
ing nuance in movement, connecting with the audience and
finding their voices as dancers is an exciting part of this work,
as it allows students to understand the role of the creative
process in performance.
RESPOND
Response to work is embedded in how the choreographic
process is taught. In addition to becoming critical audi-
ences for their peers, students are also asked to respond to
the work of professional choreographers. Our students have
two opportunities to see professional performances, which
frequently showcase the work of multiple choreographers.
Students attend concerts, once in a theater and once at
their school. This experience of viewing clearly articulated
and intentional performance assists students in realizing
the wide array of choice-making available, as well as addi-
tional examples that are not presented in their classrooms.
An example of this includes viewing dancers both onstage
in a large theater as well as up close in the school’s cafete-
ria, gym, or auditorium. These performances allow students
to compare and contrast the different aspects of perfor-
mance. Furthermore, theater performances allow students to
see how costumes, props, and lighting affect the crafting of
a piece.
Respond: In Practice
Constantly assessing whether or not the methods are effec-
tive in improving students’ abilities to think and produce
dance as choreographers is necessary to this process. Just as
a pretest is used to gauge student knowledge at the begin-
ning of a residency, the final student performance is used as
a postassessment. After scoring each piece of choreography
at the beginning and end of the residency, the teaching artist
and professional staff compare each student’s ability, before
and after instruction, to assess trends and discuss possible
curricular and instructional changes. For example, if no stu-
dent work exhibits use of clear transitions, the amount of
time or the way transitions were taught during the residency
could receive modification to allow for more student success
in this area.

CONCLUSION
These methods for teaching the choreographic process con-
struct best practices in dance education, as indicated by
research in the field. Our current research, after year one
of a three-year study, indicates that these methods produce
improvements in students’ group choreography within all
rubric categories. Additionally, students increase their abil-
ities to communicate ideas through dance (Smolin 2012).
These emerging data are significant, as they indicate knowl-
edge transfer as students take in diverse information and
present it clearly in a new medium. Observing changes in
students, hearing from teachers, engaging in ongoing con-
versations with teaching artists, and collecting measurable
data contribute to how our work with schools moves for-
ward, solidifying strategies and tools that help communicate
goals and student learning.
The choreographic process is a powerful tool, both for
creating new dance artists and for embedding critical think-
ing skills into the curriculum. Students who engage in this
deeply reflective work emerge with better understandings of
how they communicate ideas and how they interpret visual
information (Smolin 2012). Viewing all students as artists,
with the potential to create new and interesting movements
and present ideas as dance, allows us, and the dance field, to
nurture the next generation. We are creating dancers, chore-
ographers, and audience members interested in and capable
of engaging with each other in new and dynamic ways.
REFERENCES
Aprill, A., G. Burnaford, and C. Weiss. 2001. Renaissance in the
classroom: Arts integration and meaningful learning. Mahwah, NJ:
Erlbaum.
Baum, S., S. Owen, and B. Oreck. 1997. Transferring individual self regu-
lation processes from arts to academics. Arts Education Policy Review
98(4):32–39.
Bresler, L. 1992. Dance education in elementary schools. Arts Education
Policy Review 93(5):13–20.
Deasy, R. 2002. Critical links: Learning in the arts and student aca-
demic and social development. Washington, DC: Arts Education
Partnership.
Gilbert, A. G. 2006. Brain-compatible dance education. Reston, VA:
National Dance Association.
Greene, M. 1995. Releasing the imagination: Essays on education, the
arts, and social change. San Francisco: Jossey-Bass.
Hanna, J. 2008. A nonverbal language for imagining and learning:
Dance education in K–12 curriculum. Educational Researcher 7(8):
491–506.
Heath, S., E. Soep, and A. Roach. 1998. Living the arts through language
and learning: A report on community-based youth organizations.
Americans for the Arts Monographs 2(7).
Kimbrell, S. 2012. Creating reflective choreographers: The eyes see/mind
sees process. Teaching Artist Journal 10(2):88–93.
Rabkin, N., and R. Redmond. 2004. Putting the arts in the picture:
Reframing education in the 21st century. Chicago: Columbia College
of Chicago.
Seham, J. 1997. The effects on at-risk children of an in-school dance
program. PhD diss., Aldephi University.
Smolin, L. 2012. Movement as partnership program evaluation
2011–2012: Expressing inferences in movement and writing.
Unpublished research report.

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