The following are general guidelines constructed through the exchanges between the artistic director of ECD and the teachers and represent their common values as well as teaching practices that they have already developed throughout their careers. However, as ECD is a new department, in its first year, the transformation from guidelines to a common pool of learning strategies practiced in the ECD program will surely take some time and adjustments.

We always keep in mind that each teacher has their personal approach. The learning background and styles of the students are also an integral component of the classes. Last but not least, different dance cultures have their inherent teaching and learning practices. These are respected as long as they don’t violate personal integrity and autonomy of the students and are observed to contribute positively to the their overall development. The teaching and learning is thus a process of continuous dialogue and adaptation.

  • Reproducing material is one of the most basic ways of learning dance or other physical practices. In dance classes, teachers show movements accompanied by explanations of posture, initiation, dynamic etc. and students go on to repeat the exercise. It’s an effective method as long as the students are not forced into conforming to a fixed image. ECD teachers are thus careful not to « over-show » which could lead to them becoming a « model » to be imitated. Instead they give information and advice for the students to interpret and adapt to themselves in a responsible manner.
  • Problem solving is therefore a method integrated in all technical classes. Instead of being a mold, exercises are presented as spatial and temporal « problems ». Students are invited to revisit exercises in different ways until they figure out the most effective movement strategy adapted to their own body. Theoretical material can be approached in the same way - breaking down a text for example - into relatable questions and issues until components and their connections become meaningful, and usable ideas. Problem solving is thus about understanding principles and being able to transfer skills and knowledge.
  • Peer-to-peer learning gives students even more responsibility and agency in their learning process. They work together on « problems », observe each other, offer feedback, and find their own solutions through trial and error. They also grow in this way into a supportive learning community. Peer to peer learning is used in classes, but has also a specially allocated times in the curriculum, where students teach each other only with gentle guidance from teachers when necessary. This way of working then seeps into  the student projects or any other practice or theory-based activity in the curriculum. The Jam @ ECD open studio is the student-only weekly space, inspired by the « each one teach one » motto used by the urban dance community. Students are free to practice together whatever they are interested in, and share with each other knowledge they might not have had the opportunity to do in the time-tabled programme.