I am a teacher and I will do what I can: some speculations on the future of the dance technique class and its possible transformation

Abstract

At a time when dance technique teachers may feel marginalised both by criticism of the quality of training in our conservatoires, and by questions raised by artists and their work in the twenty-first century, Sonia Rafferty and Erica Stanton (both including technique teacher in their portfolio of skills) discuss the place and function of the technique class. In the guise of a conversation that dance teachers might have with one other, we ask what might be revealed during class to afford a fuller sensory awareness of the ‘work’. We question the packaging of approaches that can enable dancers and educators alike to make productive connections within both the class and the curriculum in which it is sited. What is the nature of the environment in which technical capacities can be revealed and enhanced? We look at ways to communicate, organise and combine our individual stylistic tools and learning strategies effectively to afford a more productive engagement between all participants in class, including the dance teacher.