Performing arts school dance instructor jobs in Finland
Performing arts school dance instructors educate students in specific theory and, primarily, practice-based dance courses at a specialised dance school or conservatory at a higher education level. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for dance. Performing arts school dance instructors monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the dance through, often practical, assignments, tests and examinations.
Performing arts school dance instructor - Which skills are essential?
Express emotions and ideas through movements, gestures, and actions.
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Write, select or recommend a syllabus of learning material for the students enrolled in the course.
Motivate performers to take on challenges. Encourage peer-learning. Establish an environment for experimentation using various methods, such as improvisation.
Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
Follow up on students’ learning progress and assess their achievements and needs.
Keep up to date with practice advancements and apply them to your professional dance practice.
Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
Inspire your group of participants in your sessions through embodied understanding of dance and dance-making. Demonstrate dance movements regarding a correct body alignment, and applied anatomical knowledge in relationship to the dance styles you lead.
Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
The origins, history and development of the dance styles and forms used, including current manifestations, current practices and methods of delivery in a chosen dance style.
Verify the technical aspects of your workspace, costumes, props, etc. Eliminate potential hazards in your work space or performance. Intervene actively in cases of accidents or illness.
The dynamic relationship of human structure and function and the muscosceletal, cardiovascular, respiratory, digestive, endocrine, urinary, reproductive, integumentary and nervous systems; normal and altered anatomy and physiology throughout the human lifespan.
Technical evolution of dance making, stylistic and aesthetic aspects of a dance tradition or style and its relation to technical evolution of dance making taking into account historic, ethnographic, ethnological, musicological and sociological aspects that can influence the selected dance style tradition or genre. Social customs, clothing evolution, any props present in the dance making process.
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
Instruct students in the theory and practice of dance, recreationally or with the aim of assisting them in pursuing a future career in this field. Deliver correcting instructions that support difference and pay attention to ethical codes of conduct around touch, personal space, and appropriate pedagogic methods as a tool to foster participants.
Maintain discipline and engage students during instruction.
Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
The goals identified in curricula and defined learning outcomes.
Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.
Performing arts school dance instructor - Which skills are useful but not essential?
Provide assistance in the planning and organisation of school events, such as the school's open house day, a sports game or a talent show.
Compose choreographies for individuals and groups of dancers.
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
The regulations that govern the set of rights protecting products of the intellect from unlawful infringement.
Perform in artistic productions of differents disciplines such as classical ballet, modern dance, contemporary dance, early dance, ethnic dance, folk dance, acrobatic dances and street dance.
Demonstrate, describe or correct movement with your participants to enable them learn about their body and the dance style one is delivering in the participants. Compose and structure dance with the participants in the chosen dance style. Communicate the creative and compositional skills and experience and their relevance to the target market.
Assist clients or patients in moving in a structured or improvisatory manner for expressive purposes.
Maintain a positive image of the conservatory and use personal network in the best interest of the conservatory, such as establishing valuable artistic and financial connections.
Read and note dance scores (if the choreography is notated or is reconstructed from a historical approach).
The relation of a practiced dance style with music structure and musicians.
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
The different acting techniques for developing lifelike performances, such as method acting, classical acting, and Meisner technique.
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Participate in training sessions and classes to ensure the highest possible level of technical proficiency, physical ability, and physical fitness. Identify the requirements of the work that orientates the goal of the training.
Develop and plan the learning goals and outcomes for education institutions, as well as the required teaching methods and potential education resources.
Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Teach the choreographic material, using physical demonstration and any relevant documentation (written, visual, audio), conveying the choreographer's intent, the nuances and details of the choreography.
Support university students with the writing of their paper or theses. Advise on research methods or additions to certain parts of their dissertations. Report different types of errors, such as research or methodological errors, to the student.
Perform exercises and demonstrate them when required. Aim to reach the training session objectives and the appropriate pace, finding a balance between artistic requirements and risk prevention principles. Take into account your physical form: fatigue, recovery periods, resting times, etc.
The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.
Keep track of the pupils who are absent by recording their names on a list of absentees.
Recognise and facilitate dance compositional structures appropriate to your chosen dance style and dance making process, your programme design, participant and group needs. Attend to composition opportunities of your chosen dance style and your dance composition structures. Facilitate and involve a group's ideas through a choreographic process.
Identify developments in the labour market and recognise their relevance to the training of students.
Incorporate the use of online learning environments and platforms into the process of instruction.
Reach out to and meet up with people in a professional context. Find common ground and use your contacts for mutual benefit. Keep track of the people in your personal professional network and stay up to date on their activities.
Use dance noting techniques to notate different forms of dance.
The body of interrelated concepts that constitutes the theoretical background of music.
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Support and coach students in their work, give learners practical support and encouragement.
Read the musical score during rehearsal and live performance.
The theoretical methodology used in scientific research involving doing background research, constructing an hypothesis, testing it, analysing data and concluding the results.
The various types of movement and physical postures undertaken for relaxation, body-mind integration, stress reduction, flexibility, core support and rehabilitation purposes, and that are required for or underpin occupational performance.
Advise beneficiaries on future career options through counselling and, potentially, through career testing and evaluation.
Understand techniques that facilitate a successful presentation of a play.