Ballroom Dance

Though quality ranges widely among dance teachers, there are three aspects of the psychology of learning that are ignored by most, perhaps all, dance teachers, namely: Short Term Memory, Practice, and Problem Solving.

Short Term Memory. The human brain is capable of retaining only five to nine "chunks" of information; most people are limited to seven. A "chunk" can vary widely among dancers; for example, a "basic step" could range from one to to eight "chunks," depending on the experience of the dancer. Loading short term memory with prescribed choreography, typical of most group lessons, creates two impediments to learning. It crowds out more important information, and it limits dancer involvement in the process. (See Problem Solving below.) To maximize retention, teachers should be constantly aware of their demands on short term memory. Every class preparation should clearly identify the five to seven new items demanded of their students' short term memory.

Practice. No one denies the importance of practice in learning, yet many do not seem to understand the manner in which practice affects retention. Even the best teachers often proceed to another variation as soon as most of the class are able to replicate. Learning doesn't work that way. Practice progresses through confusion, sequencing, replication, proficiency, and, finally, retention. For retention, the student must practice beyond proficiency; teachers who move on when they observe replication essentially guarantee that no one will retain much of anything, no matter how much they seem to enjoy the class. Furthermore, one cannot later improve proficiency of that which they have not retained.

Problem Solving. While the capacity of memory limits learning, and insufficient practice precludes retention, the benefits or problem solving are extensive, and there are many ways to introduce problem solving into the dance class. The introduction of almost any variation provides opportunity for problem solving. Even the first class offers opportunities for problem solving. For example, after the traditional box step has been taught, and students have had opportunity to "practice beyond proficiency" so that some might retain it, ask: "Are there any other directions or ways you could step?" Let them think about it for a bit, and some will discover that they could step to the side, or continue to step backward or forward. Even an elementary class might deduce for themselves hesitation steps, side breaks, and perhaps several other variations. This increased sensory involvement not only enhances learning, but it also helps build confidence, making them better learners, and making you a better teacher.

Recommendation. Monitor carefully your demands on short term memory. Be sure to extend practice well beyond proficiency. Look for ways to involve the class via problem solving. Retention will increase, and your prestige will escalate. (For more on dance pedagogy, see the Pedagogy section of Articles and Information.)