Foundation Weekend (January 20-22):

During the foundation weekend we will give you a general overview of all topics that will be covered in the following months and start training some of the most important skills.

 

 

 

Block 1 (February 17-19):

 

Background and History Knowledge

Do I have enough background knowledge to authentically convey what I am trying to teach, in order to preserve the spirit of the dance? How do I want to present Lindy Hop and its culture to my students?

 

Objectives

How do I precisely define my objectives and stick to my main focus? How do I know when to make a conscious decision to change my objectives?

 

Analysis, Breaking Down and Simplifying

Am I aware of the geography, timing, footwork, needed connection, etc for every move I am teaching? Do I know what exactly I am doing while executing this movement/step/technique? How do I break down steps/moves/techniques/concepts? Am I aware of the involved physical forces and interactions between me and my dance partner? Do I understand the concept of “chunking” and am I informed about how people receive and process information?

 

Movement Analysis with Katja

Why is posture indispensible to dance? What characterizes Lindy Hop posture? How do I explain and correct posture?

Which muscles do I need to use in order to connect to my partner/ generate a particular movement/be more grounded/look better, etc? How do I find and activate these muscles?

How do we make our movements clearer and more precise?

 

 

 

Block 2 (March 10-12)

 

Learning Styles / Channels of Perception

What are the different learning styles and channels of perception?

Why do my students have difficulties understanding even though I´ve already explained the topic repeatedly?

Why are some students still having problems although I´ve shown the move so many times?

When my explanations and demonstrations are not generating results, how can I still get my students to understand?

 

Instructing vs. Explaining

What is the difference between instructing and explaining and which one do I use in a given Situation?

What resources do I have to explain more efficiently?  Do I have a toolbox of exercises, pictures, games, etc to help me to better explain different topics?

 

 

 

Block 3 (April 7-9):

 

Course/Class Structure and Lesson Planning

Am I able to adapt my class concepts to a particular group and structure it in a time efficient manner?

How does the structure of my class influence my students´ sense of achievement?

 

Class Processes

What are the different processes that take place during a class? How do I adequately divide my energy and attention among these processes? What are the biggest mistakes that can be made while teaching and how do I avoid them?

 

Teaching Methods

Which teaching method fits best for this particular group of students? How do my objectives influence my choice of teaching method?

 

 

 

Block 4 (May 12 – 14):

 

The Role of the Teacher

What responsibilities do you carry as a dance teacher?

Do you know all the skills and capabilities you need to be a good teacher?

Why do I need to be aware of group dynamics in order to keep my class under control with a positive atmosphere?

.

Giving Personal Feedback

What are all the things I need to take into consideration when giving personal feedback?

 

Teaching Styles, Strengths and Weaknesses and Self Reflection 

Why do I need to know my weaknesses to be a good teacher?

How do I adapt my teaching style to my personality?

How to I stay authentic despite all the roles I have to take on as a teacher?

 

 

 

Block 5 (June 23-25):

 

“Coaching Method”

What is the “coaching method” and when is it fitting?

To what degree are musicality and creativity learnable? How do I facilitate these processes as a teacher and why do I need to take on more of a coach role in order to do this?

What framework can I give to help musicality and creativity grow?

 

Learning “by Feel

How do I train mindfulness in my students in order to help them dance better?

How can I facilitate body awareness in my students to help them improve faster?