The secret to an engaged performing arts class!
A class with REDed and ASPA Ed is fun on a whole new level – where learning and skill development meets high energy, games and joy for every student! And many teachers are amazed at the way in which we can move through such an energetic lesson with so much information retained.
Over the past 40 years working in dance and performing arts education, we’ve built up an expert toolkit of many tips and tricks for working with classes big, small, brand new, experienced, and everything else in between! As a team of educators, teachers, and curriculum specialists, we know what the classrooms of today look like, so we’re taking a moment to let you in on the inside scoop on our favourite ways to engage and energise your performing arts classroom from start to finish!
Start off on the right foot
At the beginning of a class, we want students to know they’re going to have lots of fun, but also that they’ll need to listen for instructions closely when they come. It’s all about setting expectations up early, making sure that everyone knows that listening and cooperation are essential for safety and progress, and that we can get through all the fun activities without missing out on anything! We love using creative attention grabbers, like call and response chants, rhythmic clapping patterns, or even non-verbal movement based cues that quickly regain attention when energy gets too high.
We want our students feeling confident giving things a go, even if they are brand new to the performing arts, and feel successful and happy doing so. We always pare back and start with dance steps or musical phrases that are accessible, simple, and easy to copy and build up from there. When students feel successful early in the class, they’re more likely to stay motivated and push themselves if it becomes a bit trickier later. You can always layer in complexity, but a strong foundation of success fosters a positive learning environment.
Regularly rotate the front of the class
Wherever you hold your lessons – in a classroom, a gym or even outside! – taking turns to be at the front keeps every student visible, engaged, and ensures no one is left up the back for too long, giving different students an opportunity to ‘take the lead’ for each activity. Using creative formations like circles, staggered lines, or facing partners across different activities can help students change perspective or scenery, which will keep young minds focussed!
Give a shoutout for great effort
When we notice students rising to the challenges set, we make sure to acknowledge their hard work and focus. This positive reinforcement sets an explicit standard that other students can follow, rewarding hard work when it is modelled without needing to ask.
Liken movement or sound to recognisable references
Over our many years in the performing arts education space, the team at REDed and ASPA Ed have found there are some easy-to-implement techniques to make learning songs and dances easier to grasp – particularly for first time performers! Most students will mimic sound or movement you’re looking for if you liken it to familiar shapes, objects, animals or situations. Using metaphors and imagery helps students of all levels connect emotionally and physically with music. For example, saying “reach like you’re grabbing something off a very high shelf”, “move slowly like a snake” or “see if you can make your voice sound as smooth as icing on a cake” gives a clear mental picture and helps to make activities more memorable for younger performers or those new to dance and music vocabulary!
Consistency is key
With all that said, we’ve left the most important thing until last. To really keep the students in your class engaged across the year, it’s essential to make these features a reliable and consistent part of a class – a routine that ensures students know what to expect. When students walk into a performing arts class knowing that they’ll stand in a circle to warm up, or have a moment to reflect with a partner at the end of a session, they’re able to attend more fully to new information presented in a session, as the predictability of the lesson structure reduces the mental load that young minds take on when processing new information. With this sense of certainty, students feel safer, freer to step out of their comfort zone, and motivated to engage in learning.
