Designed with a uniquely scientific approach to dance instruction, the
course features two distinct parts: physical education, and dance theory
skills are derived directly from the sports sciences and are, as a result,
transferable across a broad range of disciplines. Our trainees have
found their enhanced ability to communicate information in clear, simple
and practical terms especially useful. Dance theory and practice is
interpreted definitively, primarily through the use of biomechanics,
and is explained completely in layperson's terms.
A minimum of 17 course hours divided between: 6-9 hours physical education,
9 hours personal dance skills, and two hours live classroom experience.
None (no prior dance experience)
"Teaching & Salsa" by Loo Yeo
Course Booklet 2nd Edition in PDF.
(Adobe Acrobat Reader required, 210kb, 46 pages.)
You may print
one copy of the manual (above), in its entirety and without alteration
for your personal use. Loo Yeo asserts his moral right to be identified
as author of this document ©1996,1998.
completion of the course, you can expect to:
the principles of teaching:
skills: physical attributes, mental state of students;
hierarchies of development and correction;
delivery of information, visual, verbal, tactile, reinforcement;
setting meaningful goals, feedback types;
skills: lesson structure, resource allocation, optimisation individualisation.
principles of learning:
learning environments: establishing, managing, best chance of
approximations, whole part whole;
- How communications
can break down;
components and synthesis;
in acquisition of skill
Dance Theory & Practice
You will also develop an appreciation of the following aspects
and their roles in dance:
- Human Body
Control points of the body, maximum passive step size, tension
and relaxation in action.
Vocabulary elements, synthesis - combination building, linear and
circular patterns, case studies.
Graduated pivots, properties of step directions, achieving committed
weight transfer, relative speeds of body part movement.
- Energy Control
Supply and dissipation, judging amounts, traction and friction,
effect of partnership, stability.
Simple structure, used and unused beats, adornments.
The "marcas" frame, supplying and utilising lead force,
the state of readiness (waiting), using the tactile sense, equilibrium,
Course Schedule (Physical Education)
Stressing the difference between dancing for recreation and for instruction.
Content topics: observation, spatial register, timing (temporal register),
level one content.
Focuses on aspects of verbal communication in remedial teaching. Content
topics: communication, motivation, teaching points, applying the "Nutshell",
lead and follow, level two content (Rueda).
The role of manual communication and tactile feedback in the learning
/ teaching process. Content topics: solving common problems, completing
level two content (halo turns, types of hold), leading level one content
All material covered in the past three sessions is applied in a series
of simulations. Experienced teachers pose as novice dancers with at
least one fault, which the trainee must detect and correct. Lovingly
known as the "student from hell" session and acknowledged as the most
beneficial exercise of the course.
Skills for group teaching, communication, organisation and classroom
control. Content topics: cueing, level three content (British).
The theme is the organic nature of dance, illustrating the limitations
of a highly structured learning format and how it can be overcome. Content
topics: breaking the basics, variation practice, music structure, level
three content (North American).
There is no formal schedule for Dance Theory and Practice.