I have always been choreography-minded (although I cannot be a fair judge of if the choreography I think of is good or bad or other) so I am working with a rather new problem.

I have been volunteering with a dance program in my new county-area and I have had just over 2 weeks to teach 2 classes a full dance. I'm just over one week in and this past week I began to feel stress of choreographing enough to teach for later that day for each class. I usually only have an hour or two in the morning before I drive to the classes and in that time I end up experimenting with a few different movements before deciding on like 4 8cts (and some dances have groups of dancers doing different things, so I have double the amount to choreograph). Another hurdle I'm jumping is that classes are closer to 30-40 minutes so after a few minutes dedicated to warm up, and a few minutes of across-the-floor to help teach them technique for parts of the dance I teach that day, I have less time that what I consider "usual" to teach them the choreography.

Then I started thinking, what about when I have five classes per week? Eight? How much more pressure to create dances would I feel? Would it be better if I have more prep-time and more teaching-time?

I think I will get these dances done this week (I have 3 days left before I am no longer in the class. And, of course, I had less than 24 hours notice before I started teaching them and I have been working with them every day for the past week so I didn't have a lot of time to really consider and create.

BUT I have a ton of questions about other teachers and how you deal with choreographing routines or combos.

Do you choreograph numbers for performances (like recital or something)?

What is your choreographic process? What choreographic techniques do you do? Do you ever lose steam on a dance? If so, what do you do?

How do you determine how much time you need to dedicate to a dance? (For example, how much time in class, how many classes).

How do you catch students up who have missed a class?

Do you have any quality check for your creation? Do you change things that don't work or leave the dance as already taught? Do you feel pressure to make sure each dance is of a certain quality or level or are you comfortable having some duds? Does your boss have opinions on choreography and does it reflect upon you?

Lastly, what is your opinion of re-using parts of dances (long movement phrases) in different dances? I've seen some instructors do this and while I have my opinion, I want to know what other instructors think about reusing blocks of one dance in another dance.

AlwaysOnStage wrote:

Do you choreograph numbers for performances (like recital or something)?

At my current job, we are required to choreograph a dance for the annual recital (which we are just starting now). I also do some choreography throughout the year for “in class combinations” (more so with older classes, but the younger ones, too.)

AlwaysOnStage wrote:

What is your choreographic process? What choreographic techniques do you do? Do you ever lose steam on a dance? If so, what do you do?

I am a very logical kind of person, so creativity is not my strong suit. So, I approach the creative process from a logical point of view. I map out the music, pick out a few steps that I would like the students to show case (material that we’ve worked on in class), and set reasonable goals for what needs to be done when.

Yes, I have often “lost steam”. Sometimes I discover that all of my initial ideas took up the first minute and now I have nothing left. Sometimes the dance just isn’t coming together in an exciting fashion and I find myself not wanting to do it. I work to either create new ideas or recreate old ideas (you can take a movement phrase or idea and rework it.) And when a dance is no longer exciting, I will try to find that excitement again. Sometimes I try to find it in my students by talking about the show and feeling their thrill. Other times, I pull out the old slipper socks and jump around in my underpants (oh come on... you know you do it!!!) And sometimes I need to accept that I don’t love this dance, but I need to suck it up and get it done!!!

AlwaysOnStage wrote:

How do you determine how much time you need to dedicate to a dance? (For example, how much time in class, how many classes).

This is currently dictated by the school that I work for. I am given a deadline that the choreography must be finished, so it’s simple math as to how much choreography must be taught every week to meet that deadline. If I miss a weekly goal, then I best step up and focus more on it in class the next week. I try not to spend more than half the class on the choreography, but sometimes all I get accomplished is a warm-up and the dance. (My time is limited with recreational classes that serve as both technique and choreography classes.) I try to find a balance. If I did a TON of choreography the previous week, then I may focus more on technique the next.

If I was left to my own decisions, I would still try to have a dance completed within a few months and leave time for cleaning. I think it’s better to have it done early (partly because of your next question.) Plus, after the dance is done, it is much easier to keep up with the technique.

AlwaysOnStage wrote:

How do you catch students up who have missed a class?

I always review the previous week’s choreography before adding more choreography. This not only reinforces what we learned, but gives absentees a second chance to learn it. If the student has missed two weeks in a row I will tell them that it is their responsibility to learn it whether that’s from another student or making arrangements for a private lesson (if the school allows it.) With younger students, it’s not a huge problem, because I am dancing it every week, so they learn it by following along with me. Also, after the choreography is set, I like to go from top to bottom and clean the dance (it takes several weeks). This is a THIRD opportunity to learn the dance.

If a student still can’t be bothered to learn the dance, then I let her/him sink. I am not in a situation where I can remove a student from performing (unless it is EXTREMELY bad), so I have learned to let the student flounce around. I don’t like it and it’s not fair to the other students, but I also can’t make a student learn if she/he doesn’t want to.

AlwaysOnStage wrote:

Do you have any quality check for your creation? Do you change things that don't work or leave the dance as already taught? Do you feel pressure to make sure each dance is of a certain quality or level or are you comfortable having some duds? Does your boss have opinions on choreography and does it reflect upon you?

I don’t have a quality check; I just try to make it the best dance possible. I try to make it suitable for the group so that they look amazing and make it entertaining for the audience. I try not to make numerous changes, as it does frustrate the students. If I am going to make a change, it typically happens the week after I presented the choreography (and even then it takes a lot to convince myself to do it.) If I make a change, I try to keep the change to something that is simplifying. I make the dance easier for the students. However, I will occasionally add an arm, because the students mastered what I gave them and I think it will add something.

I feel extreme pressure to make every dance awesome. This pressure comes from myself. Hi, my name is DDP and I am a perfectionist. It’s a quality in myself that I fight in every aspect in my life... I don’t like things to not be perfect. But as I continuously fight this demon, I have learned that I will fail and there will be duds. Sometimes it’s me and my sucky choreography, but I try to use that as an opportunity for the future. I try to figure out what I did wrong and how I can do it better next time. When it’s not the choreography, but rather the way that I taught it, I try to learn from that, too. But sometimes, it’s not me. Sometimes it’s the students. I try to encourage them to be excited about the dance and give it their all and I encourage them to practice and do their best... but some kids just won’t. While I have made it my mission to inspire children to do their best, I don’t always accomplish that mission either. I mentally deal with duds by telling myself that that only makes next year’s choreography look better.

I am sure that my boss has opinions on choreography. I wish that she would express them a bit more. In fact, I know that she loved a piece that I did a few years back, as I have heard her rave about it to others. But she never told me directly; I never really got that pat on the back. (SO’s... are you listening?!? Remember to tell your teachers when they do good work!!!) On the flip side, I would be open to hearing when she doesn’t like something. Whether I agree or not doesn’t matter, it’s always good to see how others view things.

I am not sure that her opinions of my choreography effect her decision making. Quite honestly, I find some of her decisions a bit confusing, but I have never felt like I got a raise (or didn’t) or was given a certain class (or wasn’t), because of the quality of my choreography. I am sure that it factors in there somehow, but it doesn’t seem to be the only factor.

AlwaysOnStage wrote:

Lastly, what is your opinion of re-using parts of dances (long movement phrases) in different dances? I've seen some instructors do this and while I have my opinion, I want to know what other instructors think about reusing blocks of one dance in another dance.

In an ideal world, I would be so amazing that I would be able to recreate new things for every dance and my students would magically learn them. But the fact of the matter is that some re-using is necessary. I often reuse a combination that we learned in class. More often it’s a small part or a small idea, but I don’t need to reinvent the wheel every time. Plus, it makes good teaching sense to use what my students know and in fact, I look at a recital as just that (a performance of things that we learned.)

Do I take entire dances and relay them on new music? Naw... someone would catch on at some point! Plus, what fun is it if we do last year’s dance again? And I wouldn't feel good about it, because it may not have been the best choices for what the music is asking. There are extreme cases when this technique is necessary and while not ideal, I can understand the reasoning. For example, if the music needs to be changed close to the show. It rarely happens (in fact, never to me), but it would make no sense to start from scratch, relay as much as possible. Or if I am asked to choreograph something with limited time, that’s a fast way to give the students a dance. Sometimes you gotta do what you gotta do.

I expend a huge amount of mental energy and personal time on choreography for my students. I, too, am searching for ways to lessen this and I suppose part of it will come with time. But I think the process is stressful and burns many of us out. I suppose it helps to know that we are all in the same boat!!!

Do you choreograph numbers for performances (like recital or something)?

Yes. All of the classes I currently teach have at least one routine in the recital. Some classes have 2 or 3 routines to learn.

What is your choreographic process? What choreographic techniques do you do? Do you ever lose steam on a dance? If so, what do you do?

I choreograph a little at a time. I can't just force myself into the studio for 8 hours and knock the whole routine out. I usually sit down and say, "Ok. I'm going to choreograph at least 4 counts of 8 today." I try to incorporate steps we've been working on all year, and I also throw in some combinations we've done in class. Sometimes I lose steam, and in that case, I watch something inspiring — Youtube videos of other teachers' routines, old dance videos of my own, etc. It helps get the juices flowing.

How do you determine how much time you need to dedicate to a dance? (For example, how much time in class, how many classes).

I don't have a calculation for this. Does anyone? I start most of my recital routines in December or January for our recital the first week of June. If my older ones are doing multiple routines, I'll start the first one a little earlier than that — like November.

How do you catch students up who have missed a class?

I will go over choreography that I added on the week before once or twice for my older ones and 2-3 times for my younger ones. I also periodically take videos of their routines and post them on a website just for them. They can look at the video or ask their friends for help if they have questions.

Do you have any quality check for your creation? Do you change things that don't work or leave the dance as already taught? Do you feel pressure to make sure each dance is of a certain quality or level or are you comfortable having some duds? Does your boss have opinions on choreography and does it reflect upon you?

If something's not working, I will change it immediately. I have no qualms doing this. I strive to put out the best routines I can, but some are definitely better than others, and I'm OK with that. My boss has no say-so in our choreography.

Lastly, what is your opinion of re-using parts of dances (long movement phrases) in different dances? I've seen some instructors do this and while I have my opinion, I want to know what other instructors think about reusing blocks of one dance in another dance.

I do this quite a bit. With my younger ones, I often repeat the chorus of the song at least once. Sometimes I do it with my older ones, but if I do, I try to make it a little different than the first time — for instance, the second time around, they do it in a peel-off, or they do it facing different directions, or one line goes Right and one line goes Left, etc. I think it's nice for my older ones because they have so many other routines to remember.

Do you choreograph numbers for performances (like recital or something)?

Yes. Between recital and competition sometimes I have up to 25 dances to do.
I also do. Choreography in class work as well

What is your choreographic process? What choreographic techniques do you do? Do you ever lose steam on a dance? If so, what do you do?

I just block out times that I know I will be working on dancing. Sometimes I can bang out lots of numbers in a three hour work period if the juices are really going. Sometimes I will only get an eight count phrase and I just have to leave it alone and come back another day. Lots of times I will have multiple dances to work on so I'll come up with a phrase I like and then have to play wi it musically to see what dance it fits best with, who will look best doing it, where it seems more interesting....I really enjoy floor work too so I am always flinging myself around

How do you determine how much time you need to dedicate to a dance? (For example, how much time in class, how many classes).

I definitely don't know this. Usually dances aren't started until after the new year because all the months before that are spent on technique. Then it's half technique half dance. Closer to recital...the month maybe..it's all dance. Competition choreography is its own separate thing. I don't work that in classes at all. But pretty much I know what I have to get through, and it usually happens. Unless I have a bad group of kids...with absences, not listening, anything like that will hinder.

How do you catch students up who have missed a class?

Big pet peeve of mine. We have some kids who do other activities and then get mad when they miss things. I ALWAYS say absences are your responsibility to get missed work. Its like school. Then I have kids come in who who expect everything taught at a slow pace for them. Well, we spent 25 minutes on this step last week that you felt cheer leading was more important. I totally understand sick. But most of these kids are definitely friends, so asking for help is not a ridiculous goal.

I make them do the dance no review from week to week, before I go over it, because I want to see who practiced, who forgot, who remembered....etc. and sometimes I need a reminder. I have everything written down, but goodness...25 dances I can forget what went where

Do you have any quality check for your creation? Do you change things that don't work or leave the dance as already taught? Do you feel pressure to make sure each dance is of a certain quality or level or are you comfortable having some duds? Does your boss have opinions on choreography and does it reflect upon you?

I will usually alter as I am going if something doesnt work or fit like I thought it would. It happens. Especially in a class of eight and you are trying to be all eight people....anyone else do this? I also always try to amaze sure my dances are the best they can be for all my classes, I want each class to be happy and different from each their, I always hated getting stuck with the sucky dance, and I had them!! And watching the other classes and being jealous that my teacher obviously hated us hahaha bias has no say in choreography. None that I have run into at least....but I haven't had any issues.

Lastly, what is your opinion of re-using parts of dances (long movement phrases) in different dances? I've seen some instructors do this and while I have my opinion, I want to know what other instructors think about reusing blocks of one dance in another dance.

I don't teach little ones any more, so I don't do this. Yes, sometimes it makes it more stressful...but I hate watching dances that are the same thing over and over. Especially when it's the same thing in multiple dances over and over! Drives me bananas. I never repeat phrases. Maybe a step here and there if its something I really like, but even then I'll try and keep it to separate studios...
That's just me. Doesn't mean it's wrong or right....I just don't do it.

snot85 wrote:

How do you determine how much time you need to dedicate to a dance? (For example, how much time in class, how many classes).

I don't have a calculation for this. Does anyone?

Yep. I determine when I want to have the dance completed by (if an exact date isn't given, then I select one that would give me enough time to choreograph and set the dance, as well as enough time to clean.) I then count the number of counts or seconds in the dance. Then it's just simple math to determine how much I should complete weekly/classly. Yes, I admit that this is insane, but I also admitted to being logical and this helps to keep my brain moving along.

DaDancingPsych wrote:

Yep. I determine when I want to have the dance completed by (if an exact date isn't given, then I select one that would give me enough time to choreograph and set the dance, as well as enough time to clean.) I then count the number of counts or seconds in the dance. Then it's just simple math to determine how much I should complete weekly/classly. Yes, I admit that this is insane, but I also admitted to being logical and this helps to keep my brain moving along.

But if you plan it out this way, how do you account for things you didn't foresee? Studio is closed due to weather, the majority of your class is absent due to illness, etc. etc.

snot85 wrote:

DaDancingPsych wrote:

Yep. I determine when I want to have the dance completed by (if an exact date isn't given, then I select one that would give me enough time to choreograph and set the dance, as well as enough time to clean.) I then count the number of counts or seconds in the dance. Then it's just simple math to determine how much I should complete weekly/classly. Yes, I admit that this is insane, but I also admitted to being logical and this helps to keep my brain moving along.

But if you plan it out this way, how do you account for things you didn't foresee? Studio is closed due to weather, the majority of your class is absent due to illness, etc. etc.

By accounting for those things. If I really have 10 lessons to complete the dances, I try to do it in 9. (I even do the math for 9.) I also rarely do the bare minimum weekly, but rather try to stay a bit ahead of the game. By doing a bit extra, I may finish in 8 lessons (or 9 lessons with the snow... or 10 with that breakout of the flu.)

It works the same as arriving to work on time. We leave 15 minutes early, because you never know when you'll get behind a school bus, run into a traffic jam, or be stopped by a train.

Oh... and I have superpowers. I can see the future. *wink*

I was never trained to choreograph and I have no process. It all depends on who it is and their level.

For recital classes, I work on combinations in class that become a part of their dances. My entire class is geared to teaching them their skills for that level and so I like to use what they can do well, in the dance.

As far as competition, I play around with it, with students, or just jump into it and see what works.

Sometimes, with large classes, I choreograph, in advance, but then change or tweak, as I see fit.

For recital, I use January and February, to cram the dance, so after warm ups and across the floor, we go right into the dance.

Then, I can spend less time from class on the dance, just a little each week and work on the weaker parts.

I don't catch up students. They have to catch up, and because I always do a review, they usually do, unless they have missed a lot. If that happens, I make the parent come in and tape it and force them to practice at home, or be pulled. out. Thank God, that is rare.

I will review a dance, on video, because I can sit back and watch it from an audience point of view, and see what I don't like and need to fix or change.

I will use parts from other dances, if it works for that dance. I have gone back over old pieces, too, and found parts that I liked to use again.

So far, my current, and past, recent bosses, have watched my choreography but never had any suggestions or complaints. They usually like it, but if they did, I would listen, since it is THEIR studio.