A cohort of committed dance educators is currently enrolled in Sydney Dance Company’s brand new Teacher Training Program. (Read our earlier article about the launch of the program which welcomed students in July this year).
As the first intake moves through the program, we spoke with student Ashley Joppich, as well as program leaders Head of Training Linda Ridgway-Gamblin and Learning Associate Lexy Panetta, to hear about the journey so far and how this program is changing the face of dance education in Australia.
Ashley Joppich first connected with Sydney Dance Company in 2017 through the Pre-Professional Year. For Joppich, the chance to return to Sydney Dance Company for further study was a natural step.
“I trained full time with Sydney Dance Company’s Pre-Professional Year in 2017, and had such an inspiring year working with a variety of different choreographers and teachers,” she recalls. “So, when I saw that the team had created a teacher training program, I knew I had to do it. I had been looking for a course that could give me a solid foundation that would inspire and support me as I continue teaching. I knew it would be as rich and eye-opening as my previous experience at Sydney Dance Company.”
Like many, Joppich’s teaching journey began when she was a teenager. “I started assistant teaching when I was 13 or 14 and absolutely loved helping my teacher with the little ones. Then, after a trip dancing and working in Europe and UK, I started delivering some classes and workshops and really found a passion for it. I teach because it gives me the opportunity to share my interest and passion for dance. I love that I get to do what I love every day and share it with others.”
Since joining the Teacher Training Program, Joppich says one of the biggest takeaways has been the chance to reflect on her own teaching style. “This course has shown me how important it is that we become aware of and reflective upon why we teach the way we do. Are we teaching this way simply because this is how we were taught? Is our current approach aligned with how we want to teach? And is the way we teach truly effective and supportive of the students and their goals?” Joppich makes a good point. Perhaps this is something we all should stop to consider.
When asked what her future might look like, she says, “My future goals as a teacher are to strive to be the best teacher I can be and to continue learning and growing in my teaching and dance practice. Ultimately, I hope that students experience more joy, confidence and self-expression through taking my classes and workshops.”
Head of Training Linda Ridgway-Gamblin describes the inaugural group of trainees, including Joppich, with enthusiasm. “If I could dream up the ideal cohort, it would look exactly like the one we have now. Our first intake brings together colleagues and friends from Bangarra Dance Theatre, PPY alumni, dance teachers in schools, studio teachers and owners, and a dancer wishing to learn how to teach. All are united by a shared purpose: to make a difference in the lives of every student we teach and are dedicated to learning what it truly takes to achieve that difference.”
Learning Associate Lexy Panetta agrees, noting the group’s energy and openness. “This cohort is engaged and eager to learn and question concepts, methods and share their experiences. They are not only committed to refining their technical skills and broadening their dance pedagogy, but they also bring a willingness to reignite their joy, care and meaning of dance. They pour this enthusiasm into their teaching practice and purpose as educators, and they are committed to ensuring that dance is perceived as more than just the external success of being the best. Together, we try and redirect our attention toward embracing dance, its impact and output in lifelong learning.”
It seems Sydney Dance Company’s goal of nurturing educators who teach with care and integrity is working. “We are deeply grateful for the richness and generosity of this first cohort,” agrees Panetta, as the team prepares for a second intake who will join the course in January.
So, what skills does the course focus on? According to Ridgway-Gamblin, it’s about balancing intuition with knowledge. “We’ve attracted very progressive and forward-thinking teachers. What’s been most exciting to see is their willingness to question, discuss and test new ideas alongside what they already intuitively believed to be best practice. With the support of our own incredible educators and the wisdom of scientists and academics we’ve invited in as guest speakers, they are gaining confidence to back up their intuition with evidence-based knowledge.”
It was clear from the start that this program would offer a fresh framework and challenge teachers to look inward to teach in a way that is both reflective and responsive. “New approaches to feedback and safe teaching practices are resonating strongly, and it’s all making sense,” says Ridgway-Gamblin. “We’re bringing new language and understanding into the studio. There’s a real energy in the room as everything connects.”
Panetta highlights the collaborative aspect: “I believe one of the most valuable aspects of this program has been the opportunity for discussion and collaboration with our Training team, guest speakers and participants. Each week, we have come together to broaden our perspectives on what effective teaching looks like across diverse educational contexts.”
The leaders of this program certainly embody what they teach. “Engaging with different approaches and individual experiences has been eye-opening, prompting us to reflect on current practices in the field and to consider ways of adapting to better meet the needs of 21st century learners” says Panetta.
Ridgway-Gamblin agrees. “It has been inspiring to engage so deeply with the subjects we are most passionate about: dance pedagogy, learning theories, movement mastery, leadership, psychological safety, and respectful work and training practices, to name a few. The opportunity to bring together and learn from the experts in these fields has been invaluable.”
When asked what the main thing the Sydney Dance Company team have learned when guiding their first group through the program, Ridgway-Gamblin replies, “For me, the greatest learning has been seeing how hungry teachers are for this knowledge and how ready they are to shift the culture of teaching with confidence.”
With applications now open for the next group of educators, what’s next in this progressive view of dance education? “Moving forward, we will continue refining the balance between theory and practice, ensuring our training methods encourage rigour and compassion that is grounded in research and immediately usable in the studio,” Ridgway-Gamblin says. “It is truly exciting to be leading a program that has the potential to transform dance education and enrich the experiences of learning today.”
Panetta echoes the sentiment. “At its core, the program reflects a need and growing demand among dance educators for meaningful professional development and complementary training that is relevant to our dance communities. Teachers today require greater support to expand both their knowledge and their teaching toolkit, and the Teacher Training program provides exactly that; a supportive platform and community where educators can reflect on their values, refine their practice, and strengthen their purpose in teaching dance.”
With its first cohort well on their way to becoming a new wave of dance educators, Sydney Dance Company’s Teacher Training Program is shaping up to be a defining moment in Australian dance education. Applications are now open for the January intake and an opportunity for teachers and aspiring educators alike to join a supportive, forward-thinking community that’s already shifting the needle in dance teaching standards.
For more information and to apply, visit www.sydneydancecompany.com/advanced-training/teacher-training.
By Nichola Hall of Dance Informa.
Share this:
