Our Philosophy

The Dance Education Program envisions dance and education as complementary domains of knowledge. We pursue discipline-based inquiries and scholarly research to increase knowledge and expertise in these domains and to transform the way educators understand and teach dance.

Traditionally, dance is not taught as a domain of understanding; rather, it is taught as received knowledge. Our approach is to move away from a knowledge-centered curriculum – “The passive mind, active body: ideal – wherein submissive learners “acquire” dance content through a dominant pedagogy. Instead, we provide a curriculum that requires critical and creative thinking about, and deliberate practice with, key concepts in dance, human development and socio-cultural educational settings.

Our “thinking-centered” approach to dance education necessitates the integration of the developing mind and body in the context of educational/cultural practices. Therefore, our curricular structure is based on three areas of inquiry: 1) discipline-based inquiry which allows the dance artist to master his/her craft, 2) pedagogic-based inquiry that enables deep understanding of teaching and learning processes, and 3) research-based inquiry, which provides theory and methods for creating new knowledge in the field.

Our core courses begin with students developing and examining a personal vision for teaching and learning. Core courses sequence to give students a continual opportunity to integrate their prior-experiences with new knowledge; and culminate in highly individualized projects that evidence the integration of theory and practice. Electives from both inside and outside the program aid students in honing in on particular topics, interests or issues that support their vision. The learning experience in many of our courses is organized around conducting fieldwork in socio-cultural settings such as schools, colleges, institutions and cultural organizations. Through fieldwork, students have the opportunity to analyze educational models, exercise researcher skills, develop professional networks, and to awaken to the “realistic idealism” that propels the future growth of arts education.

Master of Arts

Our outstanding dance and dance education curriculum prepares graduates to be innovative leaders in dance education.  Our Master of Arts degree program has four differentiated tracks, all of which prepare students for doctoral study.

Teaching Dance All Grades – Initial Certification: This track is for dance educators interested in teaching with PK-12 schools and who have not yet obtained teacher certification.  This track leads to eligibility for New York State certification as a Teacher of Dance, PK-12, with reciprocity in numerous states.  (40 credits)

Teaching Dance All Grades – Professional Certification: This track is for educators with prior certification in dance or another subject area and who are seeking Professional certification and/or Dual certification.  This track enriches and expands dance and pedagogical skills and provides options to transition into teaching in higher education.  (34 credits)

Teaching Dance in the Professions: This track is for those who wish to teach dance in higher education settings, private studios, schools of dance, conservatories, community outreach or company-based dance programs.   (36 credits)

Teaching Dance in the Professions:  ABT Ballet Pedagogy
This concentration area is for those who wish to expand pedagogical knowledge within ballet contexts such as company-based programs, conservatories, private studios and higher education.  This concentration area leads to accreditation with the American Ballet Theatre National Training Curriculum.  (36 -39 credits)