13 minute read
Teaching and progression across the globe
Our five international representatives give their perspectives on teaching, examinations, and the importance of continuing professional development.
Australasia
Jess Walker, our International Representative for Australasia, talks to her students and asks why they think teaching dance is much more than just a career.
Anyone who teaches, no matter the subject, knows that ‘teacher’ is only just the beginning of the job description. Yes, as dance teachers we teach our students dance technique, musicality, artistry and a passion for dance, but we teach them life skills as well. Work ethic, dedication, teamwork and dealing with failures all spring to mind. Further to that, we become their mentors, supporting them through the hard times in their lives, cheering them on through their successes, both in and out of the studio. We create a space where students can escape reality, feel free to fully express themselves and for a duration of time, just be!
We as teachers know this, but sometimes I don’t think we realise the full impact we have on our students. We could change the course of their lives with just a single comment, and we can reassure them that we believe that they can achieve their wildest dreams.
Alex Reelick was so impacted by her teachers growing up, their influence created options and directed her life in a way that she feels she can now pay it forward to the next generation.
"To me, being a dance teacher isn’t just about teaching dance. We become a strong, caring, supportive figure for each one of our students while they navigate the challenges that are thrown at them. Growing up, my teacher, Jess, was like my second mum. Whenever my own mum was away for work, or I just needed a person I could talk to, she was there for me… and still is! Along with my other teachers, Hillary Moulder and Lisa-Marie Hallam, Jess was someone we could look up to and take inspiration from as women working in the performing arts industry. The way that these ladies taught us has absolutely influenced and shaped my friends and I into the young women that we’ve become.
“It’s all about paying it forward. My teachers inspired and encouraged me both in and out of the studio and I’d like to think that I have been able to pass this on to the next generation of dancers.”
Jacinta Kelly is new to teaching and is just starting her professional qualifications with the ISTD. She is at the precipice of deciding what her next chapter in life is and feels that the ISTD teaching qualifications are a real option.
“My ISTD teachers have influenced my life greatly. They have been with me through all the highs and lows, supporting me every step of the way. I have found them to be so much more than just a ‘teacher’ to me. Yes, they help me to learn, grow and thrive in dance, but they are also part of my support network. Whenever I feel down or alone, they will always be there to listen and give me the advice and support I need.
"By working together with my ISTD teachers, they have created a safe and loving environment in which I feel I can express myself openly, with no judgement. I know my opinions will be heard and respected. Most importantly, my teachers are my friends who I aspire to be like one day. They’ve influenced me to consider training through the ISTD to teach and inspire the next generation!"
Junior teaching in South Africa
Africa and the Middle East
Delia Sainsbury, International Representative for Africa and the Middle East, talks to several different teachers from South Africa and Bahrain, asking them how the ISTD allows their work to stretch globally.
When I put this question to teachers, I received some very interesting responses. Top of the list in all replies was the fact that the ISTD has international status. It seems to be very important to have the weight of an international organisation behind you.
Despite the difficulties and the possible transitioning to DDE, still in its embryonic stage here, the kudos of the Society is a big plus, enabling teachers to find posts in schools as well as private teaching. The teachers are really enjoying the online courses. The modern theatre courses, under the guidance of Tereza Theodoulou, have been particularly popular. In the past, it has been prohibitive for most South Africans to travel to the UK in order to partake in the courses but now, the online option is a massive advantage to all of us. We can now keep up!
Leanne Van Breda, a very active teacher from Gauteng, believes the ISTD gives the teacher the chance “to educate the parents” that dance can be taken seriously and head towards a career, either in teaching or performing, or both. Leanne also states that she “loves the freedom the ISTD gives. The work is expressive, ever changing and evolving”. Leanne feels the teachers in South Africa are no longer “the underdog” but are really looked after and considered.
Minette de Klerk from Durban is an ISTD modern theatre dance examiner. She began dancing at the age of five, training in ballet and Spanish dance. When she decided to open her own studio, Minette realised that she needed to expand her genres of teaching and did her first course in modern dance with the doyenne of dance Patricia Crail. She further states that she loved the fact that original music was composed for much of the work. As we have progressed to playlists, like many of us, minette often refers to the originally composed music to reaffirm the ‘flavour’ of the exercise or sequence.
Minette also echoes the fact that the flexible online option for examinations and courses have enabled the teachers in our region to stay abreast of the current work and keep us all moving forward. For South Africa, this has proved to be a big plus and taken the pressure off the bulk of the exam period.
Saskia Cox Milne, Bahrain Ballet School
“I have witnessed children grow in confidence and gain independence over the years I have been an ISTD teacher, as well as seeing them apply for international dance schools to be accepted.
“I really like the flexibility that remote exams offer. Last year, during the throes of the pandemic, I had students travelling earlier that they had planned, as well as students in isolation. There was so much flexibility in the single students being able to take their exams before or after a set exam date. Having this flexibility means I can also have multiple sessions a year for those students who need slightly more time, whereas with physical exams I can’t.
“I’m an ISTD teacher because I love teaching my students. There is always someone available to talk to about any queries I have via the online community groups. I am proud that I am one of the only teachers in Bahrain who teaches the ISTD curriculum and continues it in this part of the Middle East!”
North America
Astrid Sherman, ISTD International Representative for North America, on teacher burnout and continued professional development (CPD) as a ‘magic pill’ for continued inspired teaching.
Speaking from a place of my own professional practice and connections with fellow dance teachers over more than 25 years, I have noticed a common pattern in our teaching dance journeys.
There comes a time in our careers when we might experience an increasing sense of failure or self-doubt, feel trapped, struggle with motivation or be constantly drained, present a more cynical and negative outlook, or have decreased satisfaction or sense of accomplishment. There can even be physical symptoms, like headaches and gastro-intestinal issues. These are all classic signs of teacher burnout. We know we are burnt-out when we feel unusually disengaged from our teaching, and physically, mentally, and emotionally exhausted. Burnout risk factors include an unsatisfying or negative workplace environment or culture; a heavy workload or working long hours and struggling with work-life balance. We might feel we have little or no control over our work. Burnout develops progressively and insidiously.
A less common ‘relative’ of burnout is ‘rust-out’. If burnout comes from overwhelming stress, rust-out stems from boredom, having no sense of purpose, monotony in routine, or from a general feeling of dissatisfaction with one’s career. With rust-out, we can feel chronically apathetic, disengaged, and stagnant. Burnout and rust-out sit at the opposite ends of the performance/stress curve. Both extremes can lead to a drop in our performance and in the worst cases, can develop into mental health issues like clinical depression, anxiety, or self-medication.
Avoiding 'burn out' or 'rust out'
I spoke with Dr Susan Tasker, a Clinical Counsellor and Dr Antonio Ocana, a Mental Health and Addiction Physician, regarding the neurobiology of both, and possible tools we teachers might access to avoid the pitfalls along our teaching paths.
Dr Susan Tasker, an ISTD Membership Matters speaker, based in British Colombia
Dr Tasker noted that having too much work does not necessarily lead to burnout. “It’s the sense of overwhelm and not having control that does the damage” she says. “Many things at our studio workplace can feel out of our control. It could be our workload. It could be the expectations and demands placed on us by employers or employees, by parents and/or by students. It could be our studio/dance school environment and culture; perhaps caustically competitive or low in collegiality or non-supportive or misaligned with our values or needs. If we are not teaching in our own studio, there might be differences in standards being held at the studio to what our training and standards are, or having our ideas and input blocked by studio owners/directors.”
Dr Tasker goes on to say, “To protect ourselves and to cope, we may disconnect emotionally. It’s not that we don’t care, it’s more like not being able to care anymore.” She points out the paradox that we often cope with burnout by working harder and making less time for family and friends. And she reminds us that we can be more vulnerable to burnout when demands outside of work increase and take more emotional and physical energy than before, like sick children or caregiving for parents.
If that is the problem, then what are the solutions? On tackling burnout or rust-out, both doctors mentioned that we do best when we prioritise self-care, build a support network, and to look to changing up our routines.
The importance of self-esteem
Dr Ocana, who works with people severe addictions, points out that to be able to engage in self-care we must address self-esteem: “No-one can care for themselves who does not value themselves.” He goes on to clarify: “Children are not born with low self-esteem. Self-esteem is taken from them, often unwittingly, by a parent, teacher, classmate, or sibling. Sometimes as children, when we are put down, we develop a negative view of ourselves.” The question is, he says “why as adults, do we not update our view of ourselves? If we did that, it could make the difference.” He reminds us to let the passion for our craft, and the pride in the gifts that we can bestow to our students, inspire our self-esteem. And then, to let that stand as evidence that we are worthy. “Now,” he says, “we can start talking about self-care.”
Dr Antonio Ocana, based in Los Angeles
New and continued learning
Dr Tasker notes that like most things, the poison is in the dose and the cure is in the antidote. She tells us to ask ourselves about our workload. Is there variety in the scope of work? Do we have colleagues at or outside of our workplace? Do we remind ourselves of what it is or was about dance that we love or loved? “Perhaps,” she says, “the most professional, ethical, unselfish, and self-sustaining thing we can do as teachers is to make and take the time to re/fill our cups.” In her opinion, professional development opportunities (teachers, courses, trainers, workshops) are a lifeblood.
Looking back at my own personal dance teaching journey, taking CPD and furthering my ISTD examinations injected a return to a healthier and more balanced place of ‘optimum stimulation’. I made time for my own progression and learning. This rekindled my creativity, satisfaction, ambition, and a motivation to continue to share. CPD was my self-care. I found a warm support network in the other teachers, with whom I could share and debate.
We need to fall in love with dance again and again. New and continued learning can do this. It can help us rediscover everyday joys in dance, as well as how incredibly fulfilling it is to ourselves and how meaningful to our students being a dance teacher can be.
Asia
Chua Zjen Fong, our International Representative for Asia, on the importance of grading and exams.
The first grading system started with William Farish in Harvard, 1646. Students were to receive grades for their work and an understanding of a particular subject or course. Nowadays, you’ll see the grading system everywhere, including, music, martial arts, academic institutions and of course, dance!
As you know, the organisation also has its own grading system, which is the ISTD examination. It covers both student level and teachers’ level. Why do we need to grade ourselves, and why do we need to grade teachers? Grading makes it easier for a beginner dancer to learn, offering structure. Teachers are graded to ensure they meet certain qualities and benchmarks.
Grading is important as it allows you to know what level you are currently training at. They allow our examiners to give you a review on your performance, and constructive criticism, showing you how to be the best you can be.
Europe
Carole Ann Watson, International Representative for Europe, asks our European members how important CPD and remote exams are to them.
Continuing professional development (CPD) has always given the opportunity to refresh and broaden knowledge, consequently enhancing our teaching practice. Across Europe during the pandemic, the opportunity for CPD and examinations online, remote and live meant a new way of working, opening a new door for our international members.
“An absolute lifeline!” a teacher from Ireland said, “it kept me balanced to have this support as I felt incredibly isolated during the pandemic.”
“ISTD seminars are top notch. We should be very proud, and we are ever so grateful to the ISTD for this” – ISTD member, Greece
“Exhaustive, stimulating and engaging” – ISTD member, Italy
The opportunity to have courses in Greek and Italian has given a more inclusive opportunity to our non-English speakers and has been greatly appreciated. As well as being able to attend courses in their native languages, to be able to have the choice between live and remote examinations has given our European members more opportunities to involve their students, and consequently schools are able to present a more inclusive offer to their clients.
CONTACT
Delia Sainsbury, Africa and the Middle East:
dsainsbury@istd.org
Astrid Sherman, North America:
asherman@istd.org
Jess Walker, Australasia:
jwalker@istd.org
Carole Ann Watson, Europe:
cwatson@istd.org
Chua Zjen Fong, Asia:
chua@istd.org
