Content

Subject carrier

Description

History of dance
Methodology of social and ballroom dance according to the educational teaching period
Methodology of children’s dances in relation to the educational teaching period (based on contemporary dance / Laban)
Basic of methodology of teaching ballet
Methodology of folk dances according to the educational teaching period
Selected theories of learning and teaching in the context of dance training.
Teaching and learning styles in the context of dance training.
Feedback, evaluation and assessment; learning outcomes and assessment criteria.
Distinctiveness of dance training in relation to the child’s cognitive development.
The role of the teacher in teacher/learner interactions
Autocratic and non-autocratic approach in teaching – historical sources.
Elaboration of the integrative model of dance education (‘Midway model’) according to Smith-Autard in dance, after the principle creating– performing– appreciating.
Dichotomy of training/education; practical/theoretical knowledge, objective/subjective evaluation.
Code of Conduct for dance teachers.
Social and cognitive aspects of learning which affect dance teaching
Motivation, differentiation, inclusivity
Motor learning and self-control – implications on dance training and performance.
Safe practice (intrinsic and extrinsic factors – anatomical, psychological, emotional, technical and spatial elements; basic material conditions for a safe implementation of a dance class; working environment; equipment)
The concept of a healthy dancer (the role of nutrition and hydration; growth and its implication on training; somatic types and implications on training; dance screening and injury prevention)
The structure and organisation of teaching a dance class (short-term, mid-term and long-term plans); gradual and developmental delivery of the teaching program
Observation and teaching practice