Dance lessons

The potential of the danced body to awaken to life

Dance, a minimum of explanation, a minimum of anecdotes, and a maximum of sensations.
Maurice Béjart

A thousand dance steps as many ways of learning

Dance teaches us about our ways of learning; all practices are rich with it. I will mention just a few such as "Body Art of healing", "Tango Leadership3", audience warm-up, flash mob, Buto dance. The House of Dance also offers practices to make entire rooms feel their bodies.

The Tango leadership mobilizes a man and a woman or a leader and follower. The practice analyzes how to join together to produce graceful movements in space. The follower responds to impulses and also offers options to the leader in the shared space. Tango leadership illustrates a very characteristic Hispanic notion called the duende. It is a particular transcendence in a moment that unites people in a given space with a perfection often exacerbated by the tragedy of the human condition. This is similar to the flow experience described by Mihaly
Spectator Warm-Up is a practice that connects participants to the performance they are about to see. it is not simply about being consumers of dance or concert, it is about getting ready in one's body and connecting with the dancers. This practice proposes to the spectators to realize some movements which will be carried out during the spectacle. This warm-up for the spectators allows them to become one with the corps de ballet It is a way to develop empathy but also to be fully in group communion
Another usable practice is the mass gathering that the Anglo-Saxons call flash mob. In this type of gathering an experienced choreographer or dancer proposes to an entire collective some ensemble movements that will allow them to feel like a team. This type of practice is particularly used for team building. It reinforces the egregore this physical embodiment of a Collective
The House of Dance is accustomed to exploring the body in all its forms. Philippe Lafeuille offers whole rooms of dance initiations. He first proposes light swaying movements on the spot a bit like seaweed that would let itself be carried by the tide, then that gets a bit more agitated. Then the movement that crosses the body starts to take hold of the hands, the arms, the neck, the head; it is then the whole body that swings. When this imitation of simple movements is played in a complete amphitheater, it is a whole human tide that starts to move. To feel the belonging to a human group in movement is particularly moving.
The buto dance is a Japanese practice invented after the war, breaking with the traditional canons of dance. Buto dance refers to nature. The body is inspired by its environment. It lets itself be taken by the energy of what it feels from these feelings the initiated movement is exaggerated, amplified. A raw broom is then improvised, without preliminary choreography. The only possible choreography is the one offered by the bounce of the trees, the wink of the leaves, the flowers and the grass, the rocks present in the place of the dance because the buto dance takes all its strength in the natural space where it nests. This dance is particularly powerful for exploring one's inner self and letting it blossom without trying to control where the movement leads.
Laurence Arpi has created an integral approach uniting the soul and the body. She refers to it as " Body art of Healing ". It combines voice and body art. It is a succession of exercises that she has collected over 10 years to develop public presence.

The contribution to oneself and to groups of dances

All these practices of individual or group dance allow us to learn something of ourselves and of the collective. Dance inspires all worlds, it can collide with rugby to inspire carrying art and there are many practices that can be used for school groups or groups in vocational training here are a dozen chosen for you

Create a choreography booklet with step-by-step instructions for each dance move. Encourage students to follow the instructions and create their own choreography.
Organize a dance competition where students can show off their dance skills and exchange ideas with other students.
Use dance as a tool to teach other subjects, such as history or geography. For example, teach the traditional dances of a country and explain how they reflect its culture and history.
Create a dance journey in the classroom where students must follow different steps of dance moves to get to the end. This can be a fun way to teach basic dance concepts, such as coordination and timing.
Use music to inspire dancing. Have students listen to a song and create a choreography using the emotions and feelings it inspires.
Encourage students to explore different styles of dance, such as hip-hop, jazz or contemporary. Giving them the opportunity to try new things can help them discover hidden passions and talents.
Use dance games to teach basic dance concepts in a fun way. For example, play motion tracking games where students must imitate the teacher's movements.
Use dance to teach the concept of rhythm. Have students clap their hands or tap their feet to a simple rhythm, then increase the complexity by introducing new notes and tempos.
Make dance a way for students to express their creativity. Encourage them to create their own choreography using movements they have invented themselves.
Use dance as a way to learn social skills and teamwork. Encourage students to work together to create group choreography and support each other.