Abstract
This article analyzes how dance educators and tap dance experts can break down teaching riffs for students of all ages. Riffs are defined, explained, and are presented in three layers: the steps, the counts, and the footing. Skills are presented in small numbers initially. This allows large riffs to be accessible through stacking what was obtained in the previous knowledge base. Challenges such as changing dynamics, patterns, and rhythms are also suggested for further learning and providing creativity to lesson plans. Results reveal tap students are able to transfer skills from math classes to dance classes. This emphasizes dance as an interdisciplinary art form.
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