Introduction
At this stage, dance students need to increase their perspectives concerning dance. They can achieve this goal through engaging in active interactions with community or cultural interactions, colleges and universities that offer dance and obtain as much useful information as they can from these institutions (Duberg, Hagberg, Sunvisson & Möller, 2013).The goal here is to get in-depth understanding of the issues of dance, acquire practical experience concerning dance in the commercial and practical sense as well as interact with dance professionals who can serve to give them more insight into the occurrences and on goings of dance in various settings (Mainwaring & Krasnow, 2010). The student can also get top lessons about the challenges and difficulties that can affect them in the industry, as well as different methods through which they could mitigate these difficulties and risks.
Development
The tutor is responsible for guiding the students through this phase, and can do so through organizing for visits to the institutions that offer dance as part of their curriculum. During these visits, the student can attend dance performances at these institutions in order to realize the difference between the levels of dance he or she has been learning and that which is present in the institutions of higher learning. The student can also attend rehearsals at these institutions in order to realize how the difference in preparation can reflect itself in the final performance.
The teacher can also invite dance professionals and artists to the school and arrange for them to meet the students or hold talks with them. These professionals could introduce the students to various occurrences of the industry, allow them to appreciate dance as a profession. They can also introduce the students to the various problems and risks that face dance professionals in the industry as well as methods through which they can mitigate them (Duberg, Hagberg, Sunvisson & Möller, 2013). They can even use their personal experiences to elaborate these occurrences and facts to the students, and this may even act as a form of encouragement for them.
Culminating Activities
The students may next need to engage in activities that will integrate what they have learnt from their visits to the institutions of higher institutions or through their interactions with dance professionals or individuals who have good experience in the industry. This can be done through engaging in partnerships with other dance schools and allowing students from both schools to participate in joint rehearsals and performances so that the students can exchange what they have learnt with each other (Mainwaring & Krasnow, 2010).
The students can also exchange and share documentation such as dance notation and scripts with each other. The documentation may have been acquired when the students visit the institutions of higher education, and they can serve to help the students learn more about the processes of dance in the real world.
Closing Activities
The closing parts of the course at this point should give the students a chance to review the information that they have learnt all along and also to consolidate this information. The students can do this through undertaking a detailed study into dance. Within this study they can engage in formal research into dance where they can use the information that they have so far obtained to solve some of the real world problems that occur in the real world. Through assessing journals, magazines, periodicals and other documentation that are related to dance, the student can discover different methods of solving problems and apply this information to the practical world (Duberg, Hagberg, Sunvisson & Möller, 2013).
References
Duberg, A., Hagberg, L., Sunvisson, H., & Möller, M. (2013). Influencing Self-rated Health Among Adolescent Girls With Dance InterventionA Randomized Controlled TrialAdolescent Girls and Dance Intervention. JAMA pediatrics, 167(1), 27-31.
Mainwaring, L. M., & Krasnow, D. H. (2010). Teaching the dance class: Strategies to enhance skill acquisition, mastery and positive self-image. Journal of Dance Education, 10(1), 14-21.
