Tap Dance in the Private-Sector Dance Studio

Abstract

The experience of the tap dance educator in the private-sector studio was studied using a mixed methods approach that included a survey and individual interviews. Three hundred thirty-eight tap teachers responded to 25 survey questions about enrollment and hiring, training and curriculum, dance competitions and social media, and challenges and benefits. Interviews with nine tap educators collected in-depth descriptive data that expanded on the topics explored in the survey. Key findings include the following: tap enrollment is inconsistent; teachers teach the way they were taught; classroom content is focused on choreography with tap history, music theory, and improvisation listed eighth through tenth in importance; tap is fusing with other dance forms; and tap dance competitions lack qualified judges, appropriate flooring, and proper amplification. For tap dance to become more relevant in today’s dance scene, improved teacher training programs are needed.